Re Item 4.1, Discussion Re 2019-20 Proposed Balanced Budget Plan [3655]

Page Board Services Agenda Record Finance, Budget an Enrolment Committee 1 FBEC:040B June 3, 2019 Agenda Item 3.

Delegations

From: Denise Joseph-Dowers, Manager, Governance and Board Services

The following delegation requests have been submitted in accordance with the Board’s procedure for hearing delegations.

Part A. Oral Delegations

re Item 4.1, Discussion re 2019-20 Proposed Balanced Budget Plan [3655]

1. Lorna Schwartzentruber and Anna Kay Brown, Co-chairs, Jane Finch Education Action Group 2. John Weatherup, President, Toronto Education Workers/Local 4400 3. Steve Shallhorn, Labour Education Centre

4. Susan Wesson, TDSB Itinerant Music Instructor

5. Paula Boutis, SEAC Community Representative - Learning Centre 4

6. Lorraine Clarkson, Retired teacher and former Site Supervisor of the Toronto Urban Studies Centre

7. Braxton Wignall, TDSB Alumni (SEED Alternative) City of Toronto (Children’s Program Coordinator)

8. Amanda Martinez, Escuela Pioneros de la Paz

9. Carl Cavannah, Lucy McCormick Senior School

10. Rickesh Lakhani, Executive Director, Future Possibilities for Kids

11. Lisa McAvoy, Millwood Junior School

12. Daniel Xing, Student, Claude Watson School for the Arts

13. Fei Yuan, Parent, Claude Watson School for the Arts

14. Minodora Grigorescu, ORLA/ Milne Valley MS for TDSB-Romanian Language/Saturday Program

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15. Nancy Campbell, Outdoor Education Specialist, TDSB

16. Armine Zirakyan, Armenian Saturday School

17. Ivey Chiu, Parent of Gifted Student

18. D. Williams and Zena Sherek, Co-Chairs, Parent Involvement Advisory Committee (PIAC)

19. Brenda Winter, Cedarvale Community School

20. Dana Manoliu, Gilad Shoham or Angel O’Hara, Members of the School Community of Etobicoke School of the Arts

21. Andrea Turner-Sack, Cedarvale Community School SAC

22. Rosario Marchese, Citizen

23. Joanne Dicaire, RHSA School Council

24. David Fogarty

25. Darcy MacCallum, Director of Family and Wellness, The Neighbourhood Organization

26. Andrew Au, Intercept Group

27. Andrea Morgan, Parent Council and Parent Rep for Ecole Melody Village, Ward

28. Laura McCoy, Teacher, Elementary Teachers of Toronto, Winona Drive Sr. Public School Parent, Dovercourt PS and Western Tech CI

29. Evelyn Murialdo, Citizen

30. Matt Forest, French-as-a-Second Language Community Advisory Committee (FSLCAC)

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Part B. Written Submissions Claude Watson School for the Arts re Item 4.1, Discussion re 2019-20 Proposed Balanced Budget Plan [3655] Delegations 1. Etobicoke Field Studies Centre Staff (See attached page 7) 2. Amber Hawtin (See attached page 11) 3. Ana Teresa Apaza Moya (See attached page 12) 4. Andrea Frankiss (See attached page 13) 5. Anna Johnston-Gibbins (See attached page 14) 6. Arshak Norsoyan (See attached page 15) 7. Arthur Dzhaginyan (See attached page 16) 8. Barbara Johnston (See attached page 17) 9. Canadian ADHD Resource Alliance (See attached page 18) 10. Danielle Schekk (See attached page 19) 11. Darcy MacCallum, Director of Family and Wellness, The Neighbourhood Organization (See attached page 20) 12. Donna Chisholm, Social Worker, Toronto District School Board (See attached page 22) 13. Student, Wexford Collegiate School for the Arts (See attached page 23) 14. Dr Arpi Panossian Muttart (See attached page 24) 15. Erika MacNeil (See attached page 25) 16. Fernanda Pisani, CTS Community Swim (See attached page 27) 17. Gadar Meneshian (See attached page 28) 18. Garny Kafessian (See attached page 29) 19. Johnson Kong (See attached page 30) 20. Julia Oakes (See attached page 31) 21. Julia Seager – Scott (See attached page 32)

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22. Kerry Bowser, Executive Director, Eastview Neighbourhood Community Centre (See attached page 33) 23. Kirkor Apel (See attached page 35) 24. Grade 12 Student, Wexford School for the Arts (See attached page 38) 25. Lorraine Clarkson, Retired TDSB Teacher (See attached page 40) 26. Lydia Wilkinson, Suzie Losiak, and Gwyn Thompson, John English Junior Middle School Parents (See attached page 44) 27. Lynda Hattin, Assistant Curriculum Leader, Video Media Arts, Wexford Collegiate School for the Arts (See attached page 45) 28. Mandy Moore, Parent Co-Chair, On Behalf of the French-as-a-Second-Language Community Advisory Committee (FSLAC) (See attached page 46) 29. Northern Secondary School Council (See attached page 52) 30. Rahul Dhingra (See attached page 53) 31. Razmik Nevasartian (See attached page 55) 32. Rita Arnold, Youth Engagement Co-ordinator, Heart Beatz, Cliffcrest Community Centre (See attached page 56) 33. Rita Rusu (See attached page 59) 34. Sandee Sharpe, TDSB Teacher, Forest Valley Outdoor Education Centre (See attached page 60) 35. Shannon Hamilton, TDSB Teacher (See attached page 62) 36. Sheena Thomas, Chair, Ecole Melody Village Junior School, Ward 1 North (See attached page 63) 37. Shelley Meichenbaum, Assistant Curriculum Leader, Performing Arts at Wexford Collegiate School for the Arts (See attached page 66) 38. Sierra Small, Student, Performing Arts, Wexford Collegiate for School for the Arts (See attached page 67) 39. Arshak Norsoyan (See attached page 68) 40. Tawni Roth (See attached page 69) 41. Tina H. (See attached page 70) 42. Tin Hsiao (See attached page 71) 43. Student, St. Sahag St. Mesrob Armenian Saturday School (See attached page 72)

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44. Adeel Khan (See attached page 73) 45. Anna Emmanouil, Parent, Ecole Melody Village Junior Public School (See attached page 75) 46. Jessie Kennedy, Vice President, Council of Ontario Drama and Dance Educators (See attached page 76) 47. Krista Semotiuk (See attached page 80) 48. Marlene, Parent Council Chair, Ecole Elmlea Junior School (See attached page 82) 49. Patrick Magee (See attached page 84) 50. Susan LeBlanc (See attached page 85) 51. Emad Al-Bayer (See attached page 86) 52. Cormac Monaghan, Chair, School Council, Lester B. Pearson Elementary School (See attached page 87) 53. Parents4Education (See attached page 90)

54. Robert Mu (See attached page 91)

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From: Adina Sent: May 29, 2019 6:24 AM To: Delegates Subject: Attention: Written Submission for Consideration by Trustees

“EFSC is an invaluable resource. Our students, who almost never get out of the city, return calmed, energized and asking questions about the natural world. Your program helps with mental health problems, nature deficit and cell phone addiction and we are so grateful you provide this excellent service.” J

Julianne Hodgins TDSB Highschool Teacher

The Toronto District School Board’s, Multi Year Strategic Plan highlights the need for equity across our Board. In particular, providing “equity of access to learning opportunities for all students” is highlighted. The plan goes on to highlight the need to “effectively integrate the voices, choices, abilities and experiences of our students”.

We are writing in response to the proposed closing of four TDSB Outdoor Education Schools, three of which serve students located mainly in the west end of the city.

As staff at the Etobicoke Field Studies Centre, we are concerned at the inequitable decision proposed by the Board to close our Centre as well as three other TOES Centres. The Etobicoke Field Studies Centre (EFSC) serves over 7000 TDSB students annually. We offer innovative, curriculum based programs for TDSB students from Kindergarten to Grade 12 in a spectacular outdoor environment. Elementary students, within our mandated schools are located primarily in Etobicoke and are conveniently located close to our Centre at the Claireville Conservation area. It has been suggested that students within our catchment area could be bused to the remaining TDSB Outdoor Education Centres. Unfortunately, these Centres are located a great distance from far away from our current location. If our students were granted a spot at these Centres, it would require them to spend at least 1 hour or more each way on a school bus to travel to Forest Valley (North York) or Hillside. ( Scarborough ). They would most likely have to leave early because the bus driver would have to drive back to their home school. So compared to other TDSB students being served by other TOES sites, located in central or east Toronto, Etobicoke students served by our Centre would spend a significant amount of time of their Outdoor Education excursion travelling by bus along the 401.

The Etobicoke Field Studies Centre is the only designated TOES site within TDSB for Secondary students. As such, we offer a wide range of specialized programming to under-served Secondary students. This includes Safe and Caring Schools , Alternative Attendance, and Section 23 programs and ELL (English Language Learners) programs. These particular students likely do not have access or opportunity to come to a conservation area without our invaluable 8

program. Many of the ELL Secondary students including The Welcoming Communities Program who participate in our programs are new to the country and thrive with the opportunity to explore an Outdoor Environment, close to the city. We provide them with cross -curricular programming that is exciting, experiential, and unique. The programs include GPS orienteering, Pond Studies, Cross Country Skiing, Chemistry of Maple Syrup, Archery and Collaborative Leadership. We also have programs that have connections to Geography, Science, and Indigenous studies.

The Toronto Urban Studies Centre provides cross curricular experiential education to over 11000 students from the east end of the city. They have virtually no overhead costs since they are housed in a school with extra space and no busing costs since students take TTC to their programs. They are able to meet students where they live and connect them to their own natural spaces.

Warren Park has 3000-4000 students a year attend their program from the west end of the city. Since 1972 teachers have been bringing students to Warren Park Outdoor Education Centre to experience the sights and sounds of the Humber River Valley. It is an opportunity for students to connect with their local neighborhood space while learning current curriculum with their classmates. Because this site is located in an urban park setting there is a strong positive connection with the community (school and local neighbors). There are great opportunities for students to learn about geological history, evidence and effects of glaciers, visible impacts of Hurricane Hazel, and a strong local Indigenous history.

The Etobicoke Outdoor Education Centre at Albion Hills, provides Outdoor Education opportunities to thousands of TDSB students and staff every year. They deliver curriculum connected programs embedded with Eco Literacy, Global Competencies and Indigenous Perspectives to mandated groups, EOEC also provides a Leadership Training Program for Secondary students on weekends. Over the years, this program has included almost 20 schools, creating a network of young leaders making a positive difference in our communities. The overnight aspect of the outdoor education experience facilitates growth in areas that are difficult to foster in a regular classroom environment. Students are encouraged to step out of their comfort zone in a safe, nurturing and trusting atmosphere that allows for character trait development. It is often seen that students who are challenged by traditional class settings, thrive in the outdoor classroom.

We ask that you consider the inequity of this proposal and that you continue to allow all students in TDSB the opportunity to participate in these unique Outdoor Education trips .We ask that you ensure that programs such as our Secondary program continue to exist in its current capacity and location, and that all students in TDSB have equal access to Outdoor Education .

Thank you, Etobicoke Field Studies Centre Staff 9

Attention: Finance, Budget and Enrolment Committee, TDSB

Re: Special Committee Meeting Delegation, Triangle Program, June 3 2019

The Triangle Program is Canada’s only full high school program for LGBTQ2+ youth in need of a safer space where they can build community and access their education. We play a vital role in the TDSB, providing space for students with a range of experiences including homophobic and transphobic bullying, housing instability, family challenges around LGBTQ2+ identity and significant mental health concerns. We are currently facing a cut from 3 teachers down to 2 for the 2019/20 school year. While we understand that the cuts are being felt across the TDSB, we believe the Triangle Program’s unique and life-saving work merits further consideration by the Committee and the Board.

In the new Life Promotion/Suicide Prevention, Intervention and Postvention Protocol, the TDSB states, “studies show that 33% of Lesbian, Gay, and Bisexual students have attempted suicide in comparison to 7% of the general student population (Saewyc,2007,[79- 87]). And, in 2010, 47% of Transgender youth in Ontario reported thinking about suicide (Scanlon et al, 2010).” This reality is reflected in our population of mostly transgender- identifying students. Nearly all of our students struggle with their mental health in ways that impact their safety, wellbeing and academic achievement. Triangle teachers need to be available for monitoring, counselling, parental communications, crisis intervention, and sometimes, a hospital trip. Two teachers will not be able to be as reactive to a crisis, and if a teacher needs to go to the hospital, which happens every school year, the safety of youth will be at risk with only one staff member left on site.

The Triangle Program is already limited in our course offerings with three teachers serving grades 9 to 12 and accommodating various learning needs. This will be reduced by 33% if we lose our third teacher. This means we will offer less academic choices and will offer fewer pathways to post-secondary. Less choice in classes, in our experience, means lower student enrollment. Students come to Triangle Program at different points in their high school careers, and only recently started joining Triangle Program from Grade 8 who do not feel safe in their mainstream high school. Fewer course offerings will be a significant barrier for Grade 9 students to access Triangle Program as well as students who need particular courses to graduate and pursue post secondary studies. These students will be forced to remain in mainstream high schools which poses a significant risk to their mental health, and sometimes, to their physical wellbeing. This is documented in the TDSB’s 2017 Student Census, which demonstrated the exceptionally high degree of bullying that transgender students experience in mainstream TDSB schools: 10 2

As in all schools, we have an increased number of youth with IEPs who required accommodations and one-on-one support. At present we are three teachers who are teaching over 55 course codes. A staffing reduction will mean that LGBT2Q+ youth who have learning exceptionalities will not be admitted into the program because we will be physically unable to meet their academic needs. Students who currently attend and who require a high level of 1-on- 1 support may need to be moved on to other programs. This is a serious concern for some of our youth, as we are the only LGBT2Q+ specific program in the country – students may have to choose between getting their academic needs met and accessing supports and affirming community at Triangle.

The cost of running a full high school program for underserved youth is very expensive. We were allocated $3700 from the TDSB for site based programming in the 2018/2019 school year. Classroom teachers have raised over $30,000 this year to ensure that youth have the supplies they need to learn in class, do not learn hungry, and can have an abundance of field trips, guests and other experiences. This is especially important for students who have been disconnected from school and require a deeply engaging and experiential curriculum. Classroom teachers are happy to work with the community to ensure that Triangle Program is financially supported, but we need a minimum of three staff to make this feasible. 11

To Whom it may concern, I am writing today about the proposed budget cuts that will make Theatre Technicians redundant. Having attended a theatre arts school (Wexford), I know how important this role is for supporting the operations of the program and every production that the school does. These schools are important hubs of learning and training for those that go on to continue in the arts field and make active contributions to the city of Toronto as well as the economy.

I implore you to reconsider your decision to make this particular cut.

Thank you for listening.

Very best, Amber Hawtin 12

Why to cut ib in middle school? My son goes to Windfields, grade 7th and he has been working very hard to deliver good results from the ib standpoint. Now, all this just discourages him and the effort. Couldn't at least the kids who just have 2019-2020 left to finish ib in middle school, finish it?

I dont understand why to make it difficult for kids who have the ability and the will to learn a second language (French Immersion).. Why to cut token support, that only discourages the effort,these kids are already doing by attending a school that is far from their home. This is not at all encouraging those kids to do and be better, this is just putting barriers...

Ana Teresa Apaza Moya 13

Andrea Frankiss

Hi,

I am appalled to learn about a proposed program fee for the International Baccalaureate program for students in grade 9 to 12.

A program fee goes against the ideology of the public school system, in fact a similar notion has been voted against in 2013 arguing it to be an affront to public education.

Listening to the live webcast from Monday, May 27th 2019 I am left with further comments and questions.

1. Revenue versus cost recovery. Do I understand it correctly that the proposed IB program fee is partially used as revenue? Revenue to fund what exactly? This is an affront to public education and it seems we are turning the public school system into a private school with tuition fees. The IB program is considered optional attendance which means families are already covering the cost of about $900 annually for public transportation.

2. IB program fees are proposed for grades 9 to 12. The International Baccalaureate program does not start until grade 11. In order to fulfil the OSSD requirements, students in grade 9 and 10 are integrated for some of their classes in the regular program. What is the determined cost of the IB program per grade?

3. What options do students have enrolled in the IB program since 2018 or earlier? Students who accepted a placement in the IB program are looking for a rigorous, enriched education. The knowledge of a program fee might have changed the choice of pathway. At this point they will no longer be able to join enriched programs like TOPS, MAST, school of the arts or the french immersion program. What options are available?

I am looking forward to receiving your response.

Best regards,

Andrea Frankiss 14

Dear Ms. Aarts,

It has come to my attention that a big part of Outdoor Education at the TDSB is slated to get cut in the next budget.

As a parent, I feel we need to fight for this resource that offers our children a connection to our City, and to our environment overall. From what is in the Budget proposal, the Outdoor Education budget is only $8 million (out of $3 billion). If the Board closes anything, it is gone - those resources will never return.

There must be a way to keep Outdoor Education out of the cuts! Please, you and the other Trustees are the last defense to save this unique opportunity for Toronto's children, many of whom will not get a chance to experience nature and their city through such a unique lens.

Please check out these resources why Outdoor Education should be a priority for children: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5451936/ https://journals.sagepub.com/doi/full/10.1177/1053825916676190 https://www.coeo.org/wp-content/uploads/2018/09/Pathways_29_3.pdf https://www.bachelorsdegreeonline.com/blog/2012/11-proven-benefits-of-outdoor-learning/

Thank you.

Anna Johnston-Gibbins 15

To whom it may concern

I am writing You in regard of our Armenian Saturday Program. As a parent, I am really concerned related upcoming possible financial cuts proposed by Ontario government.

Our program can only be effective on Saturdays and not at after-school programs at public schools, which may not offer Armenian language classes if not many Armenians live in that school area.

- The Armenian Saturday School unites the Eastern and Western Armenian speaking communities and it is the only school that teaches both dialects.

- The Armenian Saturday School not only offers Armenian language classes but also helps community building. The school has welcomed over 50 families from war-torn countries and continues to provide newcomers stability, support, integration, education, and assimilation into the Canadian society.

- The Armenian Saturday School is where alumni youth continue coming to volunteer and learning to become conscientious citizens.

- The Armenian Saturday School is where university students are trained in serving their community and becoming the future leaders.

- The Western Armenian language is on the list of UNESCO’s endangered languages, so we have to pass on our heritage language to our children.

I would really appreciate if you would consider above mentioned facts and keep funding Armenian Saturday School.

Sincerely Yours,

Arshak Norsoyan 16

Dear Sir or Madam

I’m writing to you as a member of Armenian Community in Toronto in regards to the situation that has been developing with possible closure of Armenian School Please take the following into consideration. Keeping this School open is very important for our heritage and culture that is being dissolved elsewhere

- The Armenian Saturday School program can only be effective on Saturdays and not at after- school programs at public schools, which may not offer Armenian language classes if not many Armenians live in that school area. - The Armenian Saturday School unites the Eastern and Western Armenian speaking communities and it is the only school that teaches both dialects. - The Armenian Saturday School not only offers Armenian language classes but also helps community building. The school has welcomed over 50 families from war-torn countries and continues to provide newcomers stability, support, integration, education, and assimilation into the Canadian society. - The Armenian Saturday School is where alumni youth continue coming to volunteer and learning to become conscientious citizens. - The Armenian Saturday School is where university students are trained in serving their community and becoming the future leaders. - The Western Armenian language is on the list of UNESCO’s endangered languages, so we have to pass on our heritage language to our children.

This is the only way to connect our children with their roots and cultural backgrounds

Sincerely Yours,

Arthur Dzhaginyan 17

To whom it may concern;

My name is Barbara Johnston and I am a professional musical theatre composer, performer, director, choreographer and arts educator. I have worked for the Randolph Academy for the Performing Arts and The Annex Children’s Theatre in education and run a private music studio. I am also a Wexford School for the Arts alumnist and frequent guest artist for the Wexford Performing Arts program. I have been involved with the spectacular WPA program since graduating in 2003 and continue to guest teach at Wexford running workshops, classes and rehearsals and working closely with the arts faculty there. I was one of the choral conductors to work with the award winning Wexford Gleeks the year they won the show choir competition. I was the choral conductor in the recording booth conducting the Gleeks when they recorded the video ‘Is Someone Singing’ with the Barenaked Ladies and Astronaut Commander Chris Hadfield. I was also one of the composers of the of the musical Summerland - the show that was presented at Wexford and then at the Toronto Fringe Festival in 2015 and swept the festival. In all my involvement I have worked alongside and closely with Charlie Agathocleous; one of the arts technicians who has been made surplussed.

I have no doubt that this letter will be one of many in support of giving the IRREPLACEABLE Mr. Agathocleous his job back. Charlie is one of the most valuable, most supportive, most hardworking, most talented, most TOTALLY NEEDED AND NECESSARY members of the Wexford Performing Arts staff. This cut would be a terrible loss to Charlie but more it would be a catastrophic loss to the students of the Wexford Performing Arts program and to the arts faculty. Charlie’s dedication and hard work in the WPA program is profound. He has been able to accomplish astounding feats in his work as an arts technician but his skills and dedication go well beyond that: Charlie is always a presence at Wexford and makes himself available for any job no matter how big or small and this means he is there during school hours, during after school hours, during rehearsals, during creative meetings and all for the soul purpose of keeping the enormous arts program at Wexford alive and working. I truly don't believe the program can survive without him - even with the brilliant staff and the talented and enthusiastic students. Charlie has dedicated the better part of his life to WPA and is directly integral in building and developing the arts program to its world renowned status as one of the most respected and impressive arts institutions in the country. Charlie’s talent and dedication ranges from facilitating every opportunity imaginable for the students, staff and guest artists, to coordinating the mammoth productions, to helping out students who need support, and so on, and so on, and so on... He has been a role model to literally hundreds of young people who have gone through the school and have made a huge impact on their lives. I have no hesitation in saying that if Charlie is not at Wexford the arts program will not survive it without him. This loss will be detrimental to the future of Wexford and to the student body and to the faculty.

I urge you to seriously reconsider this decision.

Thank you for your time, Barbara Johnston 18

Toronto District School Board Finance, Budget and Enrollment Committee via email: [email protected]

May 31, 2019

RE: CADDRA and CADDAC letter to the Toronto District School Board’s Finance, Budget and Enrollment Committee regarding funding cuts to support services - psychology staff

Written on behalf of CADDRA - Canadian ADHD Resource Alliance, a non-profit alliance of medical and healthcare professionals treating ADHD, and our sister organization, the Centre for ADHD Awareness, Canada (CADDAC), a non-profit organization committed to the support of individuals with ADHD and their families.

To whom it concerns,

The Ontario Ministry of Education’s cuts in funding to the Toronto District School Board (TDSB) will have negative impacts on the quality of education and level of support services for students living with ADHD.

The reduction of psychology staff at TDSB from 138 to 128 leaves some of the most vulnerable students without adequate support to navigate their way through their education.

Psychotherapeutic services are an essential component to student success and the overall health of our schools. The success of a student with ADHD depends on the training and skill set of their teachers and support staff. In turn, teachers require the support of TDSB psychology staff for psychoeducational, mental health assessments, and crisis interventions.

The magnitude of these cuts will make it even more difficult for students to obtain school-based psychological and psychoeducational assessments and will have critical implications for students who have undiagnosed neurodevelopmental disorders and those who are diagnosed with ADHD.

CADDRA and CADDAC strongly oppose these cost-cutting measures implemented by the Toronto District School Board. For students with ADHD, prompt access to psychological assessments and support allows them to better meet their potential and contribute to society in a meaningful way.

Yours truly,

Doron Almagor MD FRCPC Joan Flood MD CFPC Heidi Bernhardt RN Chair, CADDRA Board Chair, CADDRA Advocacy President, CADDAC 19

To whom it may concern,

My name is Danielle Schekk, I am a graduate of Wexford School for The Arts, and I can proudly say I am a better person as a product of the Music Theatre program there. Just as that program was vital to how I and my fellow cast members turned out, the theatre technician Charlie Agathocleous is vital to that program, certainly not “surplus”. In my time at Wexford, I bore witness to Charlie performing such a wide range of tasks big and small throughout the entire school year, as well as the summer “vacation” (as he truly never took a day off); tasks which were essential to the operation of the Music Theatre/Drama Focus/Performance Dance/arts program. Charlie is your go-to guy. Not only when you’re not sure where to find something, but also when you’re not sure of yourself. When ANYONE needed help, when ANYTHING needs to get done, Charlie is the one you go to. Not only has Charlie personally dedicated the better part of his life to ensuring the smooth operation and survival of this program (and his students) making this a devastating loss to him, but the elimination of Charlie and his position would jeopardize the program entirely. I truly can’t imagine how different and deprived my high school experience would have been without the Music Theatre program at Wexford. I felt safe, special, and enriched during my time in that program and it was arguably some of the best years of my life. The demise of this program would be a catastrophic loss to the community and future students, and the loss of Charlie Agathocelous just may be the catalyst.

Thank you for your consideration,

Danielle Schekk 20

Deputation to the TDSB

TNO – The Neighbourhood Organization is a multiservice, nonprofit organization with a strong history of partnership with the Toronto District School Board. We pioneered the Settlement Workers in Schools program through which we provide resources to staff and newcomer families to ease the transition to educational engagement in Canada. Through this program, we also offer the award winning Newcomer Orientation Week through which newcomer youth are given a head start on their educational journey, reducing the stress of transition so that they are better able to engage education. Retired TDSB employees sit on our board of directors, and current engagement with schools, especially in the Thorncliffe Park and Flemingdon Park areas are extensive, supporting educational outcomes of students across both communities.

Our work focuses on engaging residents and community partners to strengthen the quality of individual and community life by inspiring and empowering the neighbourhoods we serve. Our central locations are in Thornclifee Park, Flemingdon Park, St. James Town and Crescent Town, with various satellite locations across the city, particularly through our partnerships with the TDSB.

The services and activities of TNO address the various intersectionalities of the individuals and communities we serve including poverty, precarious housing, food insecurity, underemployment and unemployment, gender-based violence, immigration status, and language acquisition. We recognize that each of these factors are determinants of education. A child in crowded, insecure housing environments; a hungry child; a child with limited recreational opportunities; a child with limited educational supports at home—each child in these situations has a compromised educational context. Our partnership with the TDSB seeks to support the educational attainment of each child in our sphere of influence.

So it is that TNO is deeply concerned that the funding cuts passed onto the school boards by the Ministry of Education

We share the goal expressed by TDSB board chair, Robin Pilkey, to ensure that “students feel the impact of this projected deficit as little as possible.” To that end, we strongly encourage the board to approach its changes in spending through an equity lens. We believe that across-the-board cuts will have a greater impact on the vulnerable. Equity requires us to look deeply into how some communities need extra resources to ensure they have equal opportunity for educational success.

In particular, we urge an equity lens be applied to the proposed cuts to Priority Schools Initiative (PSI). Recognizing that the Ministry has put the board in a very difficult position, we believe that changes to access for community programs will have a disastrous impact on community programming. In short, such programming will become unsustainable as the burden of funding is transferred to donor and grant dollars already stretched to run these critical services. This will, in turn, have a domino effect in the classroom and educational attainment of children and youth in these schools. 21

Thorncliffe Park and Flemingdon Park are two communities challenged by the lack of space to run programs. They also represent two communities recognized as priority neighbourhoods because of the demographic realities including:  Highly concentrated populations of 43,000 residents  Huge numbers of children and youth with over 20% being 0-14 (27% in Thorncliffe)— well above the city average of 14.8%  Over 70% of residents speaking a language other than English at home  64% being immigrants, including between 12-18% who are recent immigrants  Between 35-45% living in poverty

These neighbourhoods additionally struggle with issues related to youth violence. Research consistently points to how educational and recreational programs outside of school are critical to reducing the risk factors that can lead to delinquency. The situation will only become more precarious if programming is displaced.

Feedback from parents and teachers regarding our afterschool tutoring programs, for instance, reveal stories of children increased positive interaction with peers, improved homework and stronger classroom engagement. The loss of programs like these will significantly hamper the educational outcomes of these students.

Currently TNO utilizes space at five TDSB schools in the two communities. These programs operate for 24 hours a week, reaching 210 unique individual children and youth, with 1,200 participants each month. Additionally, during the winter, March and summer breaks, our camps use TDSB schools 40 hours a week, reaching over 500 children and youth. These programs provide a critical resource for retention of learnings that research has demonstrated dissipate quicker for children without such opportunities.

All these services are at risk with the proposed cuts.

We recognize the board must find a way to address the funding cuts brought down by the Ministry of Education. We appreciate how difficult this task is. Each cut trickles down from the province, to the board, to the schools, to the communities and family units. An equity lens reminds us that some families are less able to handle these cuts than others are. We therefore respectfully urge the board to retain the Priority Schools Initiative in Thorncliffe Park and Flemingdon Park so that our critical work can continue in these communities, supporting educational outcomes for the most vulnerable.

Respectfully submitted by Darcy MacCallum, Director of Family and Wellness, on behalf of TNO – The Neighbourhood Organization.

May 28, 2019 22

I would like to make a suggestion in regards to the budget.

Back in the 1990’s many dollars were saved by the use of “Rae Days”. At that time each employee had to take a certain number of unpaid days off work each year. If each employee in the PSSP department took one unpaid day off per month then a significant amount of money could be saved. These positions do not need to be filled so the net savings is quite high.

This approach would avoid having to cut 4.5 Social Workers and 3 Speech and Language Pathologists. By cutting these positions there is a direct impact on the students and the schools. But, by mandating a day off each month the impact is minimal as Social Work already has an emergency coverage schedule. Many employees would not mind taking an extra day off per month to attend to children’s field trips, medical appointments or to have a long weekend.

Please consider a mandated unpaid day off per month instead of losing staff positions.

Thank you, Donna Chisholm [email protected] Social Worker 23

-----Original Message----- From: Sent: May 30, 2019 10:50 AM To: GeneralInquiries; Smith, David (Trustee Ward 17); Chang, Peter; Malloy, John Subject: TDSB Budget Consultations

To the TDSB Board of Administration,

My name is and I am a grade 11 student in the musical theatre program at Wexford Collegiate School for the Arts. It has been brought to my attention that the new budget cuts are likely going to result in theatre technicians at art schools across Ontario to be cut. Now, I cannot speak for those other schools or their staff, but at Wexford, our theatre technician, Charlie Agathocleous, is much more than his title. Charlie is the heart of this program, and even our community here at Wexford. He is a hardworking, dedicated member of the Wexford community, and he does so much more than just the job he is payed to do. Charlie organizes and is a huge part of planning our show. He deals with the props and the costumes, the set and staging, and everything that goes along with putting on a show. But more than that, Charlie takes time to personally interact with each and every student, and puts the students before himself. There have been times when people have not had lunch or money and Charlie uses the money out of his own pocket to help. If we are struggling with a personal problem, Charlie is always there to listen. He is the centre of the Wexford community, and to lose him would be an unspeakable loss. I know this may not seem like a big deal to you, but please. We need Charlie here. He is our home; our safe place. I don’t know how use would function without him. I urge you to reconsider your choice to cut him, because he would be a massive loss to this program, and this school.

Sincerely, 24

Dear Trustees,

Please reconsider your proposal of “Eliminating the International Languages Program’s (ILE) Weekend Program". We urge you not to disrupt such a strong program that contributes so immensely to our multicultural society.

- The after school international language classes will not be doable for our Armenian school community because in addition to ILE’s 2.5 hrs, we offer an additional 2.5 hrs program, for which we carry the cost and at the same time generate extra revenue for TDSB, approximately $30,000 a year.

- We take teaching the Armenian language very seriously and are trying very hard to pass on our heritage and language that is declared as endangered by UNESCO in 2010. Revitalizing the Western Armenian language at our Saturday School is near to a miracle, and we thank ILE for the huge part it has been playing.

- The Armenian Saturday School is where alumni youth continue coming to volunteer and learning to become conscientious citizens.

- The Armenian Saturday School is where university students are trained in serving their community and becoming the future leaders.

All the above are not possible at after school hours.

The Saturday elementary program with 320 students and the Level 1 credit course with 34 high school students at Forest Manor P.S. are bringing the Armenian community together. Here, it doesn’t matter where you come from, East or West, speaking Eastern or Western Armenian. Students are learning to respect one another and are recognizing differences as a positive aspect of our multicultural society.

Finally, please consider the huge instability that will be created in the community if the Saturday language programs are eliminated and thus the lives of 354 students and their families, the lives of 55 instructors, assistants, volunteers, and administrators are disturbed. Students have been working very hard in learning the two dialects of the Armenian language and our personnel are dedicated in teaching and running the school so very enthusiastically and effectively. It would be a shame to see the end of this strong program with TDSB ILE!

Thank you for giving us the opportunity to run an Armenian Saturday School in the last three years at Forest Manor P.S. and hope that we can continue working together in building a strong community.

Thank you for your time for reading this letter,

Dr Arpi Panossian Muttart 25

My name is Erika MacNeil, and I am a graduate of the French Immersion Program, of Claude Watson School for the Arts, and of Earl Haig Secondary School’s Gifted Program, Class of 1990. I am advocating for public arts education on behalf of my Alma Maters and my classmates, and in the interest of all students who need differentiated instruction, especially in these times of economic strife.

I am a teacher, and I am also a student. These identities resonate with each of us because we have all been in school, we have all been in class, we have all been taught. These experiences connect us through shared stories and memories that we continue to hold in our mind’s eye today.

I am not going to pretend I know how a school board budget works, let alone how a provincial budget works; I am simply asking that the decision makers do three things:

1. objectively consider all stakeholders 2. think about why and how priorities are made, and 3. be equitably accountable to all members of our communities.

Those of us who were fortunate enough to have teachers who were also artists, either in practice or otherwise, were afforded invaluable, unquantifiable learning opportunities to explore and exchange, to imagine and create, to grow and change, in order to become the people we are today. We learned history and math through dance and art, we demonstrated our understanding through song and speech, we synthesized our learning and collaborated with our peers using problem-solving, inquiry-based performance criteria. This allowed us to imagine, create and innovate in a safe space, to make mistakes, take risks, and design our outcomes in a meaningful, purposeful manner. We have never stopped shaping and moving the world because our teachers believed in our capacity to do so, and they facilitated that capacity to build and hone the skills we needed to enrich our lives.

Artists make themselves vulnerable by sharing their world and inviting us inside. They are not afraid to make mistakes or to fail, to be messy or uncertain. Artists are driven to create, and if we turn our backs on those whose only means of connecting with and making sense of our world is through creative expression, we further marginalize and exclude our most fragile sector, denying their right to be who they truly are.

Our artists are the creators and designers of:

- the food we eat - the furniture we use - the spaces we occupy - the stories we read - the shows we watch - the music we listen to - the cars we drive - the clothes we wear - the productions we attend - the social media we consume 26

Our artists are the lifeblood of our society, so when we devalue the arts by making them a frill or an extra, rather than an integral part of our lives, their contribution becomes finite, and we shrink our experience to make it fit into an externally, preconceived notion of success and happiness.

This fallacy in our belief system, that only so-called useful skills that lead to finding a job are essential, this misconception fails to recognize the need to create as many synaptic connections in our brain as possible, in order to maximize our brain’s capacity. Research and practice repeatedly demonstrate the importance of engaging all areas of the brain. Spending more time doing repetitive, memorized and regurgitated drills will only serve to dull our sensibilities. My arts education infuses every word I speak, and each action I take. The arts add dimension, texture and layers to my teaching and learning in countless ways, making my life richer and fuller, and enhancing my students’ learning with depth and breadth of experience.

When we cut the arts from public education, we are removing the spirit that feeds us. Those who are raised without the arts will become adults who exist in a vacuum, whose purpose and meaning will be vague and unintentional. We are here to live life to its fullest, not to simply exist and endure life’s hardships. The arts allow us to transcend our darkest days, to make sense of emotions that overwhelm us, to express the ideas, hopes and dreams that make life worthwhile. They connect us to our deeper, higher selves, and build bridges across language barriers, cultural discrimination and political conflict. They invite us to surpass the limitations we place on ourselves and let our imagination take flight.

It is our duty to provide our children with an education that addresses all forms of intelligence, not just the academic ones that service the traditional industries of consumption and materialism. It was the scientists who made it possible to send probes into outer space, and it’s the musical geniuses who wrote the music they put on board. Creativity is as vital as literacy and numeracy. We need both art and science to be fully human. Science gives us the means, and the arts offer us a reason in both process and product, as both witness and participant. The arts allow us to fully engage in what sets us apart from all other life on earth.

The classes being cut are the ones that motivate students to attend school. They are the courses that anchor us to our inner realties, connecting us to one another at a depth we cannot fathom. Education cannot be run as a business, where the bottom line is the dollar sign. We are more than an institution, more than a curriculum, more than a test score. We want our children to become more than a job, more than an income, to become vital, contributing members of society. The arts empower us to be greater than the sum of our parts. The goal of arts education is not necessarily to train artists, but rather to raise people to develop an artistic sensibility. In this way, we may pass the torch to future generations, to carry on the legacy Claude Watson left in our care, to provide stewardship for people of multiple intelligences. We do not want to wait until we lose public arts education before we realize the value they bring to our lives. By then, it will be too late.

I am asking each and every one of you to rise and take a stand. I am asking our leaders to surprise us, to do the unexpected, to not give in to fear, the fear of setting a precedent, the fear of doing things differently. Governments come and governments go. We need to fight for our students so they do not inherit the burden of decisions made in reaction to a government’s short sightedness and lack of long-term vision. In the words of Dylan Thomas, I am urging you to not go gentle into this good night...but to rage, to rage against the dying of the light. 27 CTS Community Swim

Attention: Written Submission for Consideration by Trustees From: CTS Community Swim, c/o Fernanda Pisani Re: Appeal to continue PSI funding for the CTS Community Swim

May 28, 2019

Dear Education Minister Thompson, MPP Bell, School Trustee Moise, Mr. John, and CTS Principal Edwards

On behalf of the CTS Community Swim we are appealing the decision to cut Priority School Initiative (PSI) funding for the Saturday community swim program. The current PSI funding designation is the backbone of a very worthwhile program at the Central Tech pool and a great long-term investment for the school and the community at large.

We know that Queens Park’s recent funding cuts to education have in turn lead to the cutting of many worthwhile and important programs, such as this one. Given that permit fees have increased over 200% since the program started, the CTS Community Swim has counted on PSI funding to survive.

Shutting down such an important community asset would leave a quite a void in the neighbourhood. It is a place where many enjoy the benefits of swimming and aquatic fitness, especially in the colder months.

At the same time the program provides an opportunity for students to fulfill their volunteer hours and for young people to find employment as lifeguards. Our modest entrance fee goes towards paying the lifeguards, program essentials such as insurance, and ensures that the community swims are an affordable activity for everyone.

Please reconsider your decision and continue your PSI financial support so that this worthwhile program will continue.

Thank you.

Kind regards Fernanda Pisani CTS Community Swim Toronto, ON 28

From: Sent: May 29, 2019 4:35 PM To: GeneralInquiries Subject: TDSB Budget Consultations

To the TDSB Board. We would once again like to keep our Saturday school without cuts for our children’s education. Please keep it because…  Our program can only be effective on Saturdays and not at after-school programs at public schools, which may not offer Armenian language classes if not many Armenians live in that school area.  The Armenian Saturday School unites the Eastern and Western Armenian speaking communities and it is the only school that teaches both dialects.  The Armenian Saturday School not only offers Armenian language classes but also helps community building. The school has welcomed over 50 families from war-torn countries and continues to provide newcomers stability, support, integration, education, and assimilation into the Canadian society.  The Armenian Saturday School is where alumni youth continue coming to volunteer and learning to become conscientious citizens.  The Armenian Saturday School is where university students are trained in serving their community and becoming the future leaders.  The Western Armenian language is on the list of UNESCO’s endangered languages, so we have to pass on our heritage language to our children.

Thank you for taking the time and reading this. I hope you change your mind(s). 29

Dear TDSB,

Please find below my personal statement/letter in regard to saving St. Sahag & St. Mesrob Armenian Saturday School which is part of the International Languages Elementary Program.

I hope you could read this at your meeting before voting.

Please do not hesitate to contact me with any questions.

Dear Trustee, I hope this email finds you well. I am writing to you today to sincerely ask that you use your voice to save our Armenian Saturday school. Our beloved St. Sahag & St. Mesrob Armenian Saturday school has been running for 63 years! I attended the school as a student through Grades 4-8 and now I teach Armenian dance and language classes there. It has honestly made the biggest difference in my life and has inspired me to pursue a career in teaching. Living in diaspora, it has been an essential tool in helping my family and I preserve our Armenian heritage.

I thank you deeply for your time and hope you will help us keep our Armenian culture part of the multicultural mosaic of Canada.

Please do not hesitate to contact me if I can be of any support in helping you save our Armenian Saturday School.

Sincerely,

Garny Kafessian

Hello TDSB, why are you cutting the theatre technicians from the Arts Focus schools? STEM is constantly mentioned, but why not STEAM? The Arts are an important part of our programming and the opportunities for students to excel in not only the Sciences and technology but also in the arts is something that must be maintained in these dark times for education.

Theatre technicians are an additional staff member who know the students and support educational programming, not to mention the work that they do in running the day-to-day operations of the classroom space for arts schools.

Please reconsider this decision.

Yours sincerely, Johnson Kong

Dear Sir/Madame,

I am writing in support of the SATURDAY International Languages program. The TDSB is recommending to discontinue Saturday International Languages classes. As a parent of a student in the Saturday International Languages class, I strongly disagree with this recommendation. I am Russian and it is very important to me that my daughter masters my native tongue and learns about the history and culture of Russia, all of which International Languages program provides. My daughter attends Russian class at Milne Valley Middle school. Here are the reasons why Saturday class is the only class my daughter can attend

SATURDAY CLASS ACCOMMODATES WORKING PARENTS’ SCHEDULES My husband and I both work full time and are not home before 6 pm, so we cannot drive her to any after-school activities during the week, leaving Saturday as the only day that’s feasible for us.

CHILDREN ARE RESTED ON SATURDAYS My daughter is in JK and although we are at the end of the school year, she still has not adjusted to having no nap during the day. She is very tired by the time school ends at 3:15. As a parent, I can’t subject my child to attend more classes in the evening. She will not learn anything and will just get more tired.

LIMITED LOCATIONS IN THE GTA WHERE RUSSIAN IS OFFERED Despite being one of the more populous nationalities in Toronto, Russian is offered at a limited number of schools. My daughter’s home school is Crestview Elementary, where Russian is not offered as part of the International Languages programs; with both parents working full time, we are not able to take her to a different school for Russian languages if they are only offered during the week.

PROGRAM FEE IS NOT PROHIBITIVELY EXPENSIVE Toronto is a very expensive city to live in. International Languages program fee allows my child to learn Russian. There are private schools that teach Russian, but we can’t afford those.

Multiculturalism is the cornerstone of Canadian diversity, allowing Canadians to preserve their varied cultures and pass it on to their children and grandchildren. That’s what makes Canada unique. As an elected official it is your duty and obligation to support us, immigrants to Canada and help us preserve and pass on our language and culture to our children. I rely on your support to help keep Saturday International Languages Classes.

Regards,

Julia Oakes 32

To John Malloy and others who may be concerned:

As a parent with two children in the TDSB I strongly oppose the proposed budget cuts. Specifically larger class sizes, mandatory e-learning and cuts to special education whether it is cuts to transportation to attend the program or cuts to the teachers and EAs who deliver the program. It is reprehensible that the provincial government is able to spend millions on promoting alcohol consumption in our society but not be willing to properly fund education. It is so obvious to me that the costs needed for everyday education could easily be funded by cancelling or severely reducing EQAO. Failing this you must know of other ways to save costs rather than slashing at the heart of our already underfunded every day delivery of programs. One size does not fit all and as a society that values diversity we should be delivering more to our students not less. I encourage you to stand up for those of us who do not have a direct line of communication to the bullies in the Provincial government who do not see the value in getting a decent education. Please stand up to the Premier specifically with your full powerful voice and speak for me and the many others who believe in our publicly funded education system. It would be wonderful to be able to strive for excellence in education instead of having to fight for a decent education in Ontario in 2019.

Julia Seager-Scott

Impacts of the Ministry of Education’s Funding Cuts and TDSB’s Reduction Plan on Eastview Neighbourhood Community Centre Services to the Community

We at Eastview Neighbourhood Community Centre recognize the extremely difficult situation in which the TDSB finds itself, recognizing that funding it had relied on for its current budget year has been cut from the Ontario Ministry of Education. We recognize that cuts to its current budget must be made to deal with the anticipated deficit and that difficult decisions must be made. However, in order to be able to assist the Board in understanding the full ramification of the proposed cuts, we would like to share how the proposed cuts will affect our services and our community.

Eastview Neighbourhood Community Centre is a city AOCC serving the low income neighbourhood of Blake Jones and low income communities just north of Danforth in East York. We receive a portion of funding from the city to oversee all our administrative costs, and then fundraise through foundations and other funding sources to hire program staff and run those programs. We are also a Boys and Girls club and offer a number of after-school programs and summer camp programs at our location and in the surrounding neighbourhood. We are ineligible for Provincial After-School funding so must raise our funds for our after school and camp programs.

End of funding for the Priority School Initiative

 This initiative allows us to run our East York Strategy program out of Wilkinson School for the school year on Tuesday and Friday nights and all day Saturday without paying a permit fee for the use of the gym, a multipurpose room and the outdoor field. If had to pay for a permit, the fee would be between 8 – 12K for the year. Our budget for the entire program is $20,000, which means we would no longer be able to run this program. This would affect an average of 70 local area Muslim children and youth. Programs include a youth drop in (open gym time, tournaments, and structured games) and a program for Muslim girls (Muslim Girls Taking Initiative – MGTI) focused on social/recreational/fitness/health & wellness, community service and life skills programming. Effective afterschool programs bring a wide range of benefits to youth, families and communities. After school programs can boost academic performance, reduce risky behaviors, promote physical health, and provide a safe, structured environment for the children of working parents. Since there is no other space in that neighbourhood to run these programs, we would have to cancel this initiative. The parents of these children and youth would not be able to afford to put them into fee for service programming.

 This initiative also allows us to run a number of youth programs in the summer at Wilkinson or the Aboriginal Education Centre without paying a permit (because all day, every day, this permit would be at least 8 – 10K). Programs include East York Strategy Leadership Camp for youth, MGTI daily programming, our Skills for Success Employment camp and our summer mural program. We simply do not have room to house all these programs in the summer as we run our summer day camp which adds 100 + children and 25+ summer staff and volunteers to our building/room capacity on top of our regular programming for all the other programs.

86 Blake Street, Toronto, ON M4J 3C9  Charitable #: 89044 7675 RR0001 T: 416-392-1750  F: 416-392-1175  [email protected] www.eastviewcentre.com 342

 Summer programs serve families too. A day camp or early evening program is not just a great place for a child/youth to spend their days; it is a viable option for parents who need a flexible schedule to accommodate their work. While it works for some families to send their children to a sleep-away camp, for many children and parents in our neighbourhood, that option is not viable or affordable. Day and early evening programs keep children close to home and allow parents to communicate as often as they like with group leaders, directors, and staff to ensure that the children are receiving the very best.

Cutting Bussing for French Immersion

 We have a number of children whose home school is Chester but they are bused to and from Blake to attend French immersion and vice-versa). Since they can now be bused back to Chester they attend our After School program there which gives us enough kids to keep that location viable. If these kids don’t get bussed back they will likely need to join Eastview’s program and last year we had a waiting list as it is for children in our immediate neighbourhood. These children will not be able to attend an after school program, as parents do not have the financial resources to pay for alternate child care.

There are a number of agencies such as ours across the city that run low and no cost programs for low income neighbourhoods. We are able to do so because of the Priority School Initiative covering permits for the schools. Without that funding, there will be many agencies that will either close their programming, or charge fees to cover the cost of the permits. While some families are able to absorb that cost, the most vulnerable families cannot. That means that the most vulnerable children in our city will lose vital services and opportunities. The same is true for the bussing programs. Families with resources can make alternative arrangements. Our most vulnerable families cannot, so the proposed cuts will hurt the most vulnerable children in our communities the most.

We know the budget must be balanced. Please don’t balance the budget on the backs of the most vulnerable children in our communities.

Thank-you.

Kerry Bowser, Executive Director, Eastview Neighbourhood Community Centre 35

THE IMPORTANCE OF THE ARMENIAN LANGUAGE

NO LANGUAGE CUTS

This written submission is for the support of the Armenian language school and courses offered by the Toronto District School Board (TDSB) and to respectfully request that the TDSB not cancel, limit or alter the present format of the Armenian languages program as a result of the recent budget cuts. The TDSB has the skilled leadership and resources to deal with recent budget cuts in a manner which preserves and protects the Armenian language education offered by the TDSB.

LANGUAGE EDUCATION IS IMPORTANT SHOULD BE PROMOTED, NOT CUT

Languages are globally important. Language is the key hallmark of every culture, race, ethnic group or nationality. Language preservation is cultural preservation.

Accordingly, it is my respectful suggestion and hope that no language course be cancelled by the TDSB. However, if this hope does not survive financial realities arising from budget cuts, there is another request. If language courses must be cut, then I respectfully request that the Armenian language courses, offered through St. Sahag and St. Mesrob Armenian Saturday School, at the TDSB, not be cancelled, limited or altered in any way. Understanding the history of the Armenian language should lead to protecting our language.

THE ARMENIAN LANGUAGE

If you get to know the Armenian language, and its history, you will appreciate, ironically, both its frailty and its enduring strength. Our language is frail. The Armenian language impresses not just Armenians; our language has a universal appeal to all those who study languages. The Armenian language is respected as the only remaining language (or one of a few) still surviving today from the historic Indo-European language family. Our alphabet was created by St. Mesrob Mashtots, (one of our school’s namesake) at 405 AD. and is used today, unchanged. Therefore, our frail language should be protected and promoted. The strengths: After these humble beginnings, since 400 AD, our written works have been lost, burned or destroyed in numerous historical invasions, conquests, other atrocities and genocide, trying to erase our people and our language. But our language was never wiped out and there were always enough documents which survived and carried on the Armenian language. 1

1. The Armenians. Their History & Culture. Baliozian, Ara. 1980. AGBU Ararat Press. New Jersey pp. 37-42

THE ARMENIAN LANGUAGE IN CANADA TODAY Now, in 2019, Armenian’s in Canada all face a universal problem in this great country. As a parent, I am grateful my children speak English and are a part of the Canadian educational system, the greatest educational system in the greatest country in the world. The difficulty is, with the predominance of English in our society, our children need St. Sahag and St. Mesrob Armenian Saturday School to learn Armenian and speak Armenian. Our school has been in existence for 63 years, BUT, the miraculous improvement in resources and facilities since our school has recently been honoured with its inclusion in the TDSB is amazing. The enrollment numbers in our school has been steadily growing at an increasingly faster pace since we joined the TDSB. I hope that this great relationship is not going to end after a few short years, but continues for many more years.

SATURDAY SCHOOL The day of the week for lessons has been our name for 63 years. Please do not change the school day. Our entire parent and student body have been involved and planned their lives around Saturday’s. With rush hour commutes and work obligations, many parents will be unable to attend after-school classes. The difficulty of learning the different characters of the Armenian alphabet and the challenges of learning a language requires many hours, 4 hours, starting fresh and rested on a Saturday morning to be exact. Children do not learn when they are fatigued. This learning is what happens on a Saturday. If that is changed to an after-school program, the kids will rightfully complain and many parents will similarly be unable to add this to the end of a work day. As an after school program our school would suffer the slow death of a thousand lashes. Our son is in the High School course. In 2017, he graduated from St. Sahag and St. Mesrob and, with Saturday’s off, he realized he missed honing his language skills and worried about losing his language. Almost on cue, the high school program was started by the TDSB and he has been happily joining his younger brother at Saturday School since the school year started in 2018. When kids want to learn, other barriers should not be erected.

POLITICS It is disappointing that, politically speaking, we have a provincial government which prioritizes “a buck a beer” to promote lower beer prices but there are reduced funds for education? The funding for three university campuses have also been de-funded. We have 317 students in Kindergarten to Grade 8 and 34 students in the Grade 9/10 credit317 in K-G8 and 34 in G9/10 credit course. The raw math is 351 students. Students are too young to vote but each student has 2 parents and 4 grandparents that can vote, plus only 4 or more other adult family members and friends; therefore, our school represents over 3,500 votes, and 3,500 word of mouth centres of influence on other voters. These budget cuts will be or should be the last time political changes occur without our input and we are just hearing and reacting. To increase our advocacy, I will be asking our school to start a monthly newsletter to harvest and unify the voting power of our small school, at all political levels, to obtain the maximum results. 37

CONCLUSION Before cutting Armenian language schools, first consider “non-educational” expenses being eliminated or reduced while preserving educational instruction. For example, school bus expenses. With alternatives such a car pooling and public transit, language education can continue with cuts to these expenses. Language schools can also be free to make their own transportation arrangements.

Every other alternative and financial priority should be considered to preserve as many language educational programs and cancelling, limiting or altering the Armenian language courses in any way should be a last resort. Also, our involvement in discussions and planning for input would be greatly appreciated so that these important matters are dealt with in a collaborative manner for minimal impact on education.

Respectfully submitted this 31st day of May, 2019

Kirkor A. Apel

To Whom It May Concern,

My name is and I am a grade twelve student at Wexford Collegiate School for the Arts. I have learned that four arts schools in Toronto are losing the staff members who are known as Theatre Technicians because that position is being cut. I am writing to you to express my strong concerns about that recent descision to cut Theatre Technicians out of arts schools.

At Wexford, we have a staff of many caring and passionate people in our performing arts department. Our program works like a well oiled machine, each of the staff performing their individual jobs to come to one goal altogether: to teach the joy, magic, and amazing life skills that theatre has to offer to us, the students. When one essential part of the machine is missing, it will fall apart and fail to reach it’s goal. Theatre is a place where people can be whoever they want to be, and be celebrated for it. Theatre gives life to the imaginations of audience members and performers alike, and shows people that life is more than any old boring routine. Students who study theatre learn amazing skills that can be used in whatever subject area they may want to study or work with in the future. It teaches us to be self-disciplined, how to work as a team, and how to have each others’ back so that no-one is left behind.

To me, theatre is what keeps me going everyday. I have been taught to help others when they need help, to accept everyone who is similar and different than I am because we are all special, and most importantly that happiness can be found inside myself. When I sing, dance, and act in a show on the stage at Wexford, I get to distract each audience member from their busy and stressful lives for two hours and entertain them. I get to make people smile and laugh who might not feel happy or good enough in their lives, or who might have horrible lives at home. But even if it is just for those two hours, I get to make them smile, I get to make them happy, and I get to make them feel good about themselves. This is the power of Theatre and The Arts.

Before I mentioned that our program works as a well oiled machine. Well, at the very heart centre of this machine is Charlie Agathocleous, our Theatre Technician. As a Theatre Technician, Charlie has a lot of important jobs at Wexford, such as organizing the lights, sound, and set for our performances. He also takes on the role of stage manager and helps organize props and costumes. Charlie does all of these jobs, but that doesn’t even begin to describe what he does for our school and the community.

Personally, Charlie has helped me on a number of occasions. There have been times where I have been too busy in the morning to bring food for lunch, and Charlie went out and bought me food because he didn’t want me to go without eating. I have seen him order food for me and countless others during intense rehearsals when we may not have a lot of spare time to grab a bite. During the last performance we did, Rent, I came to him during intermission and I said that I hadn’t had time to have a proper meal before the show, and the first thing he did was offer me all the food he had with him. Charlie is always the first to help out with money or food or literally anything you need. Last week was our senior prom, and a bunch of us guys weren’t sure where/how to get corsages, so he had a little meeting with all of us to explain the importance of them and how he knows a florist who can get them ready in time. So Charlie ordered all of our corsages/boutonnieres for us, and when I asked him at prom when I should pay him for it, he said: “Oh don’t worry about it, it’s a gift from me.” Also, on the topic of prom, I know of someone at my school who isn’t financially stable enough to spend his money on a suit, and so he talked to Charlie about it, and Charlie helped him pay for the suit, so that he could look good for prom. 39

The performing arts teachers at Wexford are amazing to work with, but they are still our teachers and there is bit of a barrier there. Charlie often bridges that gap and he acts as the middleman who voices our concerns to the teachers if we don’t feel comfortable enough to. He has meetings with each class and tells them: “I know its a very stressful time and people have a lot of different opinions and points of view so I really want you guys to talk to me if you have any concerns or questions at all.” Showing us that he is always here to help and guide us through the rehearsal process and working with the teachers.

Speaking for myself and many others, the performing arts program at Wexford relies on Charlie Agathocleous very heavily to work as wells it does. The staff and students are supported everyday by him, and this all happens alongside of his actual job as Theatre Technician, which he does so well. We wouldn’t be able to function the way we do without our Charlie and I have a strong feeling that it is the exact same situation at the other arts schools in Toronto. Theatre Technicians like Charlie are crucial to the survival of the arts and we need MORE people like him, not less.

It is critical that you consider the effect that he, and others in his position, have in the arts. I hope you take my point of view into consideration and listen to my concerns.

Presentation to the Toronto District School Board’s Special Finance, Budget and Enrollment Committee

Regarding

Budgetary Cuts to Outdoor Education and the Closure of the Toronto Urban Studies Centre

June 3, 2019

Submission prepared by:

Lorraine Clarkson

Resident of Toronto and Retired TDSB Teacher (1976 - 2013)

Teacher: Toronto Urban Studies Centre, 1988-2001

Site Supervisor /Assistant Coordinator: Toronto Urban Studies Centre, 2001-2013

NOTE: The following package (cover plus 3 pages) is submitted to support my presentation to the Committee on June 3rd should the Chair allow. The graphics and text provide:

• Background Information about Outdoor Education in the TDSB, specifically highlighting Day Centres • Key Facts about the Toronto Urban Studies Centre which may have been overlooked in budgetary considerations • Impacts of the Proposed Closures • Suggestions for Efficiencies and Revenue Generation 41 Figure 1: Location of TDSB OE Day Centres and Areas Served

Forest Valley Schools 161 Schools (43 LOI < 150) 2017/18 - 18,600 students 2018/19 -17,600 students Warren Park Schools 55 Schools (33 LOI < 150) 2017/18 - 4,100 students 2018/19 - 4,300 students

Hillside Schools 76 Schools (25 LOI < 150) 2017/18 -7,500 students 2018/19 -8,700 students

TUSC Schools 129 Schools (26 LOI < 150) 2017/18 -12,250 students 2018/19 -14,500 students

EFSC Schools Numbers for EFSC 63 Schools (23 LOI < 150) include secondary 2017/18 - 7,300 students leadership programs 2018/19 - 8,400 students

NOTE: a base map showing Trustee Wards and Families of Schools for 2018 could not be located; this base map is dated August, 2015

Figure 2: Figure 3: Total Number of Students* Served LOI Schools Served by Day by Each TDSB Day Centre in 2018 Centres in 2018 (by percentage) (by percentage) *actual number to date with projections based on bookings to end of June

8% 22% 16% 33% Forest Valley 29% Forest Valley Hillside Hillside TUSC* TUSC* EFSC* EFSC* Warren Park* 15% Warren Park* 27% 17% 16% 17%

*Centres slated to be *Centres slated to be closed serve over half the closed serve over half students attending Day schools numbering 1-150 Centres on the LOI Index 42 Background Key Facts about TUSC (Toronto Urban Studies Centre) 1. 10 Outdoor Education Centres = 1. Has been serving students and teachers for 40 years 5 Day Centres + 5 Overnight Centres - established by the Toronto Board of Education in 1978 - primarily serve students in elementary schools - most schools are assigned to a Day and Overnight Centre 2. Second largest Day Centre in terms of capacity - serves 129 schools in the central city 2. schools assigned to Day Centres are mandated 1 program day see Figure 1 for every 100 students in the school; - e.g. school population: 300 = 3 program days; 3. Only centre emphasizing the urban and natural environments 875 students = 9 program days - only such centre operated by a public board of education in North America 3. 1 program day = one class - being classroom based encourages strong curricular 4. No single site – “the city is TUSC’s site”; programs are based out connections of various venues including these TDSB facilities: - Century Schoolhouse (Sammon Ave. west of Coxwell; near RH 4. Day Centres are geographically dispersed - accommodates schools from across the City McGregor Public School) see Figure 1 - TUSC Greenhouse (1 Danforth Ave., on the property of the City Adult Learning Centre) 5. Day Centres vary in capacity - TDSB Heritage Resource Centre(16 Phin Ave.) capacity is based on the facility; staffing is based on the number - Kensington Community School (College and Bathurst) of classes per day that can be accommodated - “TUSC Central” – classroom/computer lab + office space (in Most capacity Forest Valley Danforth CTI) | Toronto Urban Studies Centre | Hillside OES & EFSC (similar capacity) 5. No bussing costs Least capacity Warren Park OEC - all program locations are accessible by TTC = free travel for students 12 and under = reduced costs to schools/students 6. mandated programs fill about 80% of each Day Centre’s - less program time lost through late arrivals and early departures of capacity; remaining space is given to (primarily) busses assigned schools from “waiting list” (ensures equity in schools where having all classes in a specific grade 6. No leased space attend a program exceeds allotted days); also allows other grades in assigned schools to attend 7. Recent investment by TDSB - accessibility ramp to TUSC Greenhouse (2012) 7. total number of students served by Day Centres: - when Greenwood Secondary School moved into DCTI, TUSC lab/ 2017: 49 750 2018*: 53 500 classroom was moved to the former science kits area; extensive *to date + projected through June 30th renovations were required (2017) see Figure 1 for breakdown by Centre 8. Strong community connections: Heritage Toronto, Toronto Parks 8. number of students attending Day Centres from schools and Recreation, Toronto’s City Hall and most recently, a partnership #1 – 150 on LOI index: through the TDSB’s Jewish Heritage Committee with the Ontario 2018 (to date): 10 825 Jewish Archives to offer a Jewish Heritage Walk (Kensington see Figure 2 for percentage breakdown Market area) during Jewish Heritage Month; the program highlights \ commonalities of the immigrant experience through time (highlighted in the May edition The Canadian Jewish News and on CTV News, May 27th)

Impacts of Closure Three Day Centres Toronto Urban Studies Centre 1. students in 247 schools lose local Day Centre Opportunities 1. students in 129 schools (26 identified as LOI) lose local opportunities 2. 82 of the impacted schools (over 50%) are 1-150 on the LOI index see Figure 3 2. end of programming in Century Schoolhouse = unused TDSB facility 3. 31 Priority Elementary Schools lose programming opportunities (TUSC: 15 schools; Warren Park: 10 schools; EFSC: 6 elementary 3. end of programming in (and care of) TUSC greenhouse = schools + 20 Priority Secondary Schools) unused TDSB facility

4. non-mandated spaces at Forest Valley and Hillside could accommodate 4. loss of the highly regarded TUSC computer lab about 436 additional classes; with closures, there would be 924 classes considered by teachers as an outstanding example of best displaced from 247 schools; for Hillside and Forest Valley to practices integrating technology with student learning accommodate these additional schools and classes, program days per school need to be drastically reduced 5. end of urban focussed programs which are not offered anywhere else in either the private or public sector 5. reducing opportunity does not address the realities of geography and 6. end of partnerships and development of special programs the required travel time to get to Forest Valley (Bathurst and Finch) or such as the Jewish Heritage Walk Hillside (Meadowvale past the Zoo) from impacted schools - busses do not leave schools until after morning runs (9:15) and have 7. end of programming in the TDSB Heritage Resource to be back in time for afternoon pick ups (currently leave sites with Centre = underused TDSB Facility bussing by 2:00 pm at the latest) 43 Suggestions for Efficiencies and Revenue Generation

Short Term:

1. Change administrative structure of Outdoor Education - consider cost savings by replacing 10 Site Supervisors/Assistant Coordinators with 10 POR (similar to grade chair); only additional $2500 per year over teacher position (Site Supervisors are presently paid as Assistant Coordinators)

- assign two Vice-Principals to administer Outdoor Education Centres (one for Day Centres; one for Overnight Centres); VP’s report to a Central Coordinating Principal with multiple responsibilities

2. Reduce or eliminate paid intern positions (i.e. university coop students) - examine the seasonal need for interns at all Centres

3. Re-instate half day programs - half day programs are favoured by many teachers, especially at Centres like TUSC that do not involve bussing - if user fees for a half day program are slightly more than half the cost of a full day program, there could be more revenue generated by two classes in a day as opposed to one class

4. Continue fostering connections with Faculties of Education and expand the practice of hosting teacher candidates - Outdoor Education Centres benefit from additional staff; teacher candidates would benefit from teaching experiences beyond the classroom and Centres would benefit from extra support at no cost

5. Look for opportunities to generate revenue through summer programs - some (but not all) centres offer summer programs; there are opportunities for TUSC and other affected Centres to develop and operate a revenue generating summer program

Long Term:

1. Consider staffing as a combination of full time and part time positions

2. Consider satellite locations for Day Centres that take advantage of available spaces in existing Board facilities that are accessible by public transit - reduces bussing costs whether absorbed by the department or visiting school

3. Explore alternative methods of Day Centre program delivery - taking a program to the students rather than the students coming to the program (reduce bussing costs)

4. Establish a Charitable Foundation at arms length to the TDSB to support Outdoor Education in the TDSB - a number of TDSB Secondary Schools have such organizations

5. Review the cost effectiveness of continuing to operate Overnight Centres - although I am fully supportive of offering students the overnight experience at TDSB operated centres and am not happy to even suggest this, financial realities may deem it necessary to reconsider the viability of maintaining as many Overnight Centres and look towards alternative ways of providing similar experiences through non-TDSB operated facilities - to ensure equity of access, saved monies could be put into a fund to subsidize schools whose students could not afford the higher costs of such programs; however, feasibility studies would need to be completed as to whether there would be even be sufficient spaces available at facilities operated by other agencies to accommodate TDSB students 44

Dear Finance, Budget and Enrolment Committee:

We’re writing to share our concerns regarding proposed cuts to the bus schedule for Ward 3 that will impact bused students at John English Junior Middle School. These cuts will impact 92 bused students attending John English’s French immersion program, including our children. This bus service is key to our children’s continued attendance at John English: as working parents, it is often impossible to drop our children to school outside of our immediate neighbourhood while still making it to work on time. Cancelling the buses would require that we find alternate morning arrangements, likely before school care in the John English neighbourhood, at significant financial cost.

Beyond these individual inconveniences, cancelling our bus routes and others has consequences for both the environment and infrastructure. At our bus stop alone, eight families without a bus option will lead to eight more cars on the road during rush hour, resulting in both increased traffic and increased emissions. Our provincial government’s approach to climate change mirrors that of their approach to education: cutting budgets now is more important than funding a future in which our children will thrive. Without proper leadership it is imperative that we individually act in a way that supports this future through activities that reduce cars on the road and resulting emissions.

Our use of the bus routes models responsible environmental practice and community mindedness for our children. It also provides our children access to French immersion despite the competing commitments of our work schedules.

Please consider the impact of bus cancellations on families like ours.

Sincerely,

Lydia Wilkinson, Suzie Losiak and Gwyn Thompson John English Junior Middle School Parents

Surplussing theatre technicians from any Performing arts school would be like surplussing the Administrative Secretary from all Principals. It is a job that is so multifaceted and unique there is not a single staff member who can make up for this person. The loss to the Theatre program is insurmountable and an absolute fast track to crashing a performing arts program. How would the admin function without the lead Administrative Secretary? Let me answer that for you - they would not function. It would be a scramble to organize the POR’s, the timelines for P &VP’s the unanswered emails and phone calls as well as the unanswered questions regarding supply teachers, budget, teacher interviews let alone all the other millions of things.

Theatre technician, stage managing the shows for 300+ students, the rehearsals, the buses or shows outside of schools the guests, the food, the sets ,the lighting the costumes and the rentals the tickets sales, the program and the endless questions from students parents and staff and a million other things.

So I ask you what are you thinking and the answer is - you are not thinking at all because if you were this would not be happening. Do not do this.

Lynda B Hattin Assistant Curriculum Leader Visual Media Arts Wexford Collegiate School for the Arts

Re: Proposed Cuts to French Immersion and Extended Programs in 2019-20 TDSB Budget

Dear Trustees,

As passionate supporters of public education and the TDSB, we have a profound appreciation of the difficult situation you face as a Board, both in deciding what to cut and in managing to a very short timeline.

Our members have scores of years of collective lived experience in TDSB French as a Second Language (FSL) programmes and with this letter we wish to summarize and clarify important issues we hope you will consider when making decisions about the proposed changes to the TDSB budget with regards to FSL programmes. We thank you for the opportunity to weigh in.

Our Request to Reconsider Proposed Cuts

When we learned of the proposed package of budget cuts, the members of the French as a Second Language Advisory Committee (FSLAC) were surprised and disappointed. As we learned more in the past two weeks, and after talking with hundreds of parents, we are sharing our questions and concerns with you regarding:

● FSL shouldering a huge portion of the overall cuts ● Cuts inconsistent with Drivers in the Five-Year Strategic Plan ● Equity of access to French programs reduced due to new barriers ● Trust and parent expectations compromised ● FSL Funding misunderstandings and diversion to other priorities ● Transportation reduction impacts on enrolment movement across the system ● Questions about impacts on staffing and continuation of basic, critical work ● Questions about how the cuts respect and relate to the 2018 French Review

FSLAC asks:

That the Board of Trustees considers the questions and concerns below before adopting the proposed cuts in September 2019 and 2020; and

That the Board allow for a full public examination of staff recommendations related to the 2018 French Review--which have not yet been shared with students, parents and the FSLAC--before making changes to French programs (e.g,, transportation and staffing).

Background

1. Scope of Proposed Cuts

Firstly, regarding the scope and size of the cuts in French as a Second Language programs. The known and precise figures (Supplementary Teachers – French, $12.15M; Transportation, $9.6M as reported by staff at the FSLAC May 14, 2019) add up to $21.75M.

That is a whopping 32% of the total cuts of $67.83M shouldered by one very specific part of TDSB programming. The unspecified spending cuts are to 1 FSL central staff position, duties unknown, out of 4 positions. Centrally Assigned Principal positions cuts are from 55 to 42, impact to FSL unknown. and Interdisciplinary Studies.

2. Relation to Drivers

Many Core, Extended and Immersion French parents have followed and participated in the development of the budget drivers and while we considered asking that FSL be specifically mentioned, ultimately we see French Immersion and Extended programs strongly reflected in the drivers for all students, particularly in these three:

● Creating the conditions and programs in schools for students to best meet their interests, strengths, and long-term goals; ● Inclusion of students with Special Education needs; ● Responding effectively to our students’ well-being and academic needs so all students have the opportunity to succeed; among others.

3. Equity of Access to French Immersion and Extended

FSLAC applauds TDSB’s commitment to giving every on-time applicant to French Immersion and Extended a spot and the provision of transportation since this board was created 20 years ago as stated in Policy 80 as a commitment to “equity in participation” (item 4.8 PO 80 http://ppf.tdsb.on.ca/uploads/files/live/97/1798.pdf ). This has been maintained through many equally challenging (or even worse) budget processes.

Since 2008, the TDSB has worked hard to spread the programs geographically, adding SK French Immersion at 30 sites and Grade 4 Extended at 37 sites. Even in areas with more programs, transportation ensures no child is denied the opportunity because they can’t get to school.

Cutting transportation will create barriers to access for lower and middle income families, new Canadians, diverse communities, people without cars, and will also exacerbate already inconsistent and complicated access to childcare.

In Toronto’s suburban areas, catchment areas for SK French Immersion range from serving only the home school English population to having as many as 14 feeder schools. The largest catchment areas are in Scarborough, Etobicoke, York and North York and bussing helps to mitigate those stark geographical inequities.

Growing diversity in the French Immersion and Extended programs to arrive at equity requires a variety of interventions and transportation is a very important one when some 6000+ French Immersion and

Extended students are not within walking distance of the programs and yet are willing to make the effort with the support of the Board to achieve the best possible levels of French proficiency.

The proposed cuts to Transportation funding for French Immersion and Extended risks reversing all progress in building the programs since amalgamation, and indeed represents a risk of severe and immediate erasure of our collective efforts to create equity.

4. Trust and Expectations

Since May 13, when the cuts to French first became known to the FSLAC via the media, the response from French Immersion and Extended parents has been surprise and disappointment. We are hearing from parents who feel ‘betrayed’.

Many, if not most of the families of the 6000+ students impacted by this change will have no choice but to remove their children from French Immersion or Extended programs. It will be privileged families who will be able to adapt and arrange their own transportation.

Parents have committed to French programming in the TDSB based on the strength of the bussing assurance. These parents are placing their trust in a pathway right until grade 12 with the supports offered at information meetings during the application process.

The proposed one-year delay to transportation cuts will have immediate impact.

With proposed bussing cuts in 2020, parents won’t send their kids to Immersion programs in September 2019 to minimize the number of transitions. Because TTC tickets will no longer be provided for secondary students in September 2019 unless need is established, not all will come forward to ask for this accommodation because of stigma. In 2020, the exodus and decline in registrations could be much larger, again putting the program quality and availability at risk for remaining students due to a significant reduction in critical mass.

Questions to Consider

● How will this upheaval affect the health, well-being, and achievement in French and emerging identities of our children as French/English bilinguals? ● Is this how the Toronto District School Board wants to treat its students and families: creating conditions where they have no choice but to quit programming they committed to for 8 years in Extended French and 13 years in French Immersion, in the full expectation that their Board would keep up their end of the deal? ● How can the TDSB not honour its commitment to all of the children from SK to grade 12 whose pathway to graduating with a Certificate of Bilingualism in French Immersion or Extended French is dependent on yellow busses and TTC tickets?

Please note that no notice of these developments was given until the budget plan released May 13, 2019. No previous information, not even hints, and definitely no consultation. No analysis has been shared on the possible impact on the health of the programs and the impact on families or the possibility of grandfathering existing students being transported. No analysis has been shared on the transportation funding envelope and historical inclusion of French Immersion and Extended students 3

from the starting point at amalgamation. No efforts have been shared on identifying efficiencies in the transportation budget where cost per student seem high compared to other Boards.

Making cuts before we know anything of the staff recommendations coming from the 2018 French Review throws into question the importance of the input provided by the 10 000 students, parents and staff and the shared hope that the TDSB’s commitment is to improve French programs.

6. FSL Allocation, Funding and Expenditures

It is our understanding that the Toronto District School Board receives roughly $30M in additional funding for French Second Language programming under the FSL Allocation of the Language Grant, an envelope that is not being cut by the province for 2019-20. ‘Sweatered’ or not, it is specifically earmarked for FSL and can (should?) therefore be expected to be used for French Second Language programs. ALL students are already funded for items like the classroom teacher, prep time, (most of) library, classroom resources, (most) facilities, and so on out of the Pupil Foundation Grant. Additional, incremental costs related to French resources are relatively small.

Should the FSL Allocation in fact support Transportation to enhance access to, and equity in, French programming? Might it even include “Supplementary Teachers”, to keep programming accessible and/or viable as it grows to full capacity in each site?

Questions we ask you to consider before approving the proposed cuts:

● Can the TDSB specify what incremental expenditures, unique to French, are currently being funded by $30M FSL allocation?

● Sweatered or not, isn’t the Board concerned that the provincial government may lower the FSL allocation if it is widely acknowledged that that it is not, or will no longer be used at all for French?

● Is there not a realistic risk that the proposed cuts to French programming will actually backfire on the Board? The planned savings will be reduced by a corresponding loss of revenue from the provincial FSL allocation, compounded year over missed year of French.

● How much (extra) FSL Allocation money does the TDSB stand to lose per student who drops out of French Immersion or Extended over the course of their TDSB years?

● How many students does Staff estimate will drop out of French Immersion and Extended due to the elimination of transportation and/or other potential changes to French programs?

● How much funding does the TDSB lose per student who leaves the TDSB altogether to pursue French programming in other School Boards (like TCDSB and the French Boards)?

7. Transportation Cuts and Ramifications of Shifting Enrolment

In addition to system-wide equity impacts of the transportation cuts, we are concerned about the impacts on enrolment at schools throughout the system. The postponement of transportation cuts for

a year, to 2020, will provide more time to accommodate students who need or want to change into a different programme. Given that we expect many families will have no choice but to remove their children from French programming we encourage you to consider these questions:

● How many local programs may be at risk for lack of enrolment?

Scenarios should be developed for all program sites with benchmarks like 25% of bussed students will leave, and/or 50% will drop out, and/or 75% will.

● How will the return of FI/Ext students to their English Home Schools be facilitated?

If the local school is over capacity, busing these students away to a new (English) location would indeed be a rather odd, but quite possible consequence requiring transportation dollars.

● How will children who were ‘redirected’ and provided bussing to an FI/Ext school further away, be accommodated in FI/Ext at their neighbourhood walkable dual track school?

8. Staffing Questions

Supplemental Teachers – French-Y2 Implementation

● Is this cut going to be realized solely from increasing French Immersion and Extended class sizes?

● Will this cut also impact English classes in dual/triple track schools?

● Is the TDSB anticipating that the tight supply of French teachers will be solved by the increase in class sizes and the anticipated drop out due to transportation cuts? Will this populate the occasional teacher lists with highly qualified French teachers?

Central Staff Cuts

To our knowledge, there is a coordinator and 2 dedicated coaches for FSL, International & Classical Languages, plus one office administrator. The 2 dedicated FSL coaches are paid out of the sweatered funds of the Official Languages in Education Program.

● If so, for purpose of the budget discussion, isn’t the cut to FSL central staff really 1 out of 2 positions that are funded through general revenues?

The centrally assigned principal is covered on page 2-3 of Appendix G which outlines cuts and indicates a cut of 13 positions. The current Centrally Assigned Principal for FSL is also responsible for Classical and International Languages, ESL, Social World Studies and the Humanities, Library Learning Resources and Global Education.

● Does the cut to centrally assigned principals mean increasing the subject and program area assignments for the remaining ones?

FSL is both a program where applications and development of the program are central responsibilities in addition to professional development work and system wide program support like the DELF. The on-line registration system and support for parents was centralized to streamline the process and reduce

workload in school offices. In 2008 in response to the 2006 Review, there was a peak of 14 central staff supporting the program.

● How is it possible to perform all essential work for student achievement, equity and inclusion in FSL programs with this proposed level of staffing?

10. 2018 French Review Recommendations Expected in June 2019

The cut of $12.15 M to Supplementary Teachers French and $9.6 M to transportation support for French Immersion and Extended indicates that a large re-organization of French Immersion and Extended French is being planned in response to the findings of the 2018 French Review.

Questions:

● How can one book such savings before knowing about, let alone approving, the plans? ● Don’t these all of the proposed cuts to French Immersion and Extended underscore the finding of the 2018 French Review (p.22) that “Going back to 2006 when the previous French programs review was conducted, many of the same themes mentioned exist today. French programs need: system leadership and support, consistent support at the school level, additional learning supports provided to students in French programs, and additional French resources”?

And finally,

The volunteer parents of the FSLAC dedicate countless hours to provide Trustees with informed advice and to support the work of Trustees and Staff in making TDSB French programs equitable, effective and accessible. This work contributes to “the conditions and programs in schools for students to best meet their interests, strengths, and long-term goals” in French programs, an important budget driver. We fully acknowledge the external pressures in this budget situation. Nobody in the TDSB wants any of this. Good solutions, however, are not ones that will set French programs back years, decrease participation and will make them inaccessible and elitist.

We are very proud of the work parents have done collaboratively with Toronto boards over 50 years to establish and build these programs from zero to 28000+ students. We know you are too.

We ask you to protect our children whose opportunity to have the best possible programs in French, an important Canadian skill is at risk with the proposed budget cuts. Please bear in mind that the Ontario FSL curriculum states that learning French improves mental flexibility, problem-solving skills, understanding of aspects of a variety of cultures, awareness of global issues and career opportunities.

We ask you to weigh this matter carefully in consideration of this submission, our best possible advice, given the information available to us as of May 28, 2019, as your French as a Second Language Advisory Committee.

Sincerely,

Mandy Moore Parent Co-chair, FSLAC On behalf of the 22 parent members/alternates of the FSLAC

Dear Director Malloy, TDSB Trustees, Executive Staff, and FBEC Committee members,

We were concerned when we heard that the Ceramics Technician at Northern Secondary, Silvana Pasceri, will be declared surplus on June 28. We would like to express our deep concerns about the magnitude of this seemingly minor reduction. Without her, the school will likely lose the entire ceramics program of 6 courses, the equivalent of losing a teacher.

We understand that the TDSB is proposing cuts to their budget for 2019-2020 to offset reductions in Ministry funding. However, cutting this position will effectively disable an irreplaceable and valuable program for 200 students. It is a unique setting which attracts a diverse range of students, including those in the Spec Ed programming and Deaf and Hard of Hearing program. It is a place where students with low academic and fine art skills can experience a high level of mastery and success. Working clay with one's hands also has a therapeutic effect, and is an effective antidote to the stress most students experience in their academics.

Cutting this position also does not make sense in the context of the TDSB’s goals of supporting good programs that achieve their “three pillars”: equity, achievement, and well-being. This program has been delivering all of these things effectively, and at an exceptionally high level, to 5-7 full classes of 30 students of diverse abilities and needs for 40+ years, with a paid technician for almost all of those years.

Her role covers not only specialized technical expertise and instruction, but care and maintenance of the facility and tools, and the significant role of operating the kilns, which is a serious safety concern for the students. There is nobody qualified on our staff who can replace her in this capacity. In short, she is essential to the program, and without her, we will lose a third of our art department.

Her position is funded for $39,000. In our eyes, the benefits of her role far outweigh that minimal cost. Not only does her role benefit a large, diverse segment of our students tremendously, her presence here also allows Continuing Education to run night school ceramics classes for the community.

We understand that staffing changes will happen, however we believe that they should not include this decision to eliminate one person.

We are hoping that the TDSB did not realize that removing this one position would have such negative and dramatic consequences. We urge you to reverse this decision and find another way to make an equivalent reduction elsewhere that will not impact Northern's students so directly and broadly. Alternatively, we ask that you give our principal, Adam Marshall, some flexibility to address the funding locally and creatively.

Respectfully,

Northern Secondary School Council

From: Sent: May 30, 2019 5:50 PM To: Delegates Cc: Gill, Harpreet Subject: I do not support the proposed cuts to Ontario education

TDSB team,

As a concerned parent of two children attending French Immersion at the TDSB, and living in Etobicoke North (M9V 1G2), I sent the below message to my MPP and to the Premier.

I will not stand for these proposed cuts, because I think it is bullying, and I think that there is a better way to go about seeking budget efficiencies than threatening people’s jobs and children’s educations.

Please help.

Sincerely,

Rahul Dhingra

The message I sent to MPP and Premier:

Dear MPP,

As a parent and your constituent, I am writing to tell you that I do not support the government's recent announcement to cut funding to public education.

Our family pays a lot in taxes and we expect Ontario to invest in the most important priorities. For us, that's education. TO BE CLEAR: I DO NOT ACCEPT YOUR PLATFORM OF BUDGETING OVER MY PRIORITY OF EDUCATION AND HEALTHCARE. I don't think you have tried to work with the existing administrators to find your lost pennies. And rather you come across like a bully, threatening people's jobs and children's educations.

I don't understand how cuts to education funding will help our kids succeed.

Students in Ontario need more help and support. They need safer classrooms and more teacher attention so that they can be successful and excel not only in math and science, but also in all areas of study and in life. And this will beget long-term savings when these students grow up to be more successful, integrated and functioning members of society, and rely less of government spending programs.

I expect our government to be for the people, and your cuts do not speak for the people of this province.

Cuts to education that put our kids' futures at risk is not what I expect as your constituent.

I am asking you to do what's best for Ontario's students. They are the most important part of the public education system and need more resources, not fewer. 54

There are other ways to get Ontario's finances back on track. I am counting on you and our government to consider the priorities of everyday Ontarians like me when making cuts to the system.

I can't and won't support a cut that is not in the best interest of our kids.

Your constituent,

Rahul Dhingra

Good Morning,

First and foremost, I would like to thank you for your continued support of our much loved Armenian Saturday School. I’m the parent of a child who has graduated and two children who still attend the Saturday School Program at Forest Manor P.S. on a regular basis. This school has been a big part of our lives for the past 11 years and it has contributed to our lives as a whole in a very meaningful and positive way. The school’s contribution to my children’s growth as respected individuals in the community has been invaluable and difficult to put into words. It has been teaching children for the past 63 years and needs your support to continue doing so. We love our Armenian Saturday School.

Please help us save our school for our children and all future generations as our program can only be effective on Saturdays and not at after-school programs at public schools, which may not offer Armenian language classes if not many Armenians live in that school area.

Thank you for your time, understanding and support regarding this important matter.

Please feel free to contact me anytime either by phone or email.

Sincerely yours,

Razmik Nevasartian BCIN | Planning/Senior Designer

Dear TDSB budget committee,

This letter is in regards to the proposed cuts to PSI permits. My name is Rita Arnold and I am the Youth Engagement Coordinator at Heart Beatz / Cliffcrest Community Centre. We are a registered charity in Scarborough that has been providing youth programs to at-risk youth for 10 years. One important aspect of our programs is our ability to acquire free space in schools throughout the school year and summers. Free spaces in schools allow charities like ours and not-for-profits to facilitate free/low-cost programs in low-income communities for at-risk children and youth.

Through community programs that use free TDSB school spaces, children and youth are able to thrive in a safe environment where they engage in activities such as sport and recreation play, support with homework, socializing, making new friends, cooking, arts, life skills, etc. Majority of the children and youth who attend these types of program are from low-income families and struggle behaviourally, academically, socially, have mental health issues, disabilities, experience bullying etc. and who otherwise would not be able to pay for programming activities.

TDSB’s budget cuts to free spaces in schools will mean that thousands of children and youth across Toronto will be left without anywhere to go after school, which puts them at risk. Many parents rely on these types of programs to keep their children safe while they are at work or school. These cuts will hurt children, youth, families and communities and will leave children/youth without a safe place to go and engage in pro-social behaviours with peers and adult role models.

Therefore, we urge the TDSB budget committee to please continue offer free space to community organizations!

See the attached link for a petition that has been signed by youth, parents and community members associated with our organization who are against these cuts:

https://www.change.org/p/tdsb-cuts-to-free-space-in-toronto-district-school-board-s-2019- 2020-budget-will-hurt-kids

See the additional paper survey (below) signed by 44 community members associated with our organization who are against these cuts.

Rita Arnold Youth Engagement Coordinator [email protected] 57

Hello Everyone,

I writing you in regards to the recent TDSB budget cut proposal eliminating the Saturday program for International Languages. As a native Romanian married to a Canadian who's main language is English, I rely on this program to expose my children to the Romanian language and culture. We all know this is a form of enrichment, and I am very grateful the program is mandated by the provincial government. While I know there are few classes somewhere else in the city on Tuesday after 4pm, since I work full time the only real option for me is to enroll my children to a weekend program - even if I have to travel farther (in fact, I know many other parents who literally cross the city to attend the Saturday classes!).

Over the years, I have seen this program grow tremendously as parents volunteered and donated their time and money to enrich the TSDB program. We have complemented it with additional classes (paying TDSB permits every year), and even set up a summer school, in cooperation with the TDSB. I am saying this to highlight the fact that not only we used the core TDSB Saturday program to enrich the educational experience, but we also contributed financially over the years. None of these initiatives would be feasible around an After 4 program; like I said we all work full time jobs and the enrollment would drop drastically if we only had that option. (I am not an accountant, but I am fairly confident that the supposed savings realized by cutting the Saturday program would be negatively affected by the drop in enrollment as well as the loss of permits income.

In additional to the financial aspect, there are very strong considerations around the lack of community engagement and loss of identity among many new comers who rely on this network to find employment, establish Canadian roots, and socialize.

I am sure you have received many letters asking for your support... Pls take a stand and push back on this proposed change. In my humble opinion, I have no doubts the drawbacks outweigh the alleged benefits.

Thank you for your help and support!

Rita Rusu

Sandee Sharpe

For decades, legacy boards and the TDSB have been leaders in outdoor education. As the years go on, there are more and more studies that prove the direct benefits and learning that comes from the outdoors. Once removed, these centres never seem to return.

I implore the TDSB to search for other creative solutions and approach outdoor education in a thoughtful manner, recognizing that the depth of what it offers can be life changing. Removing the very real fear of the natural world (particularly immigrants from other countries) encourages others to spend time in nature off school hours, to inspiring lifelong passions and a commitment to protect and value what we know. Outdoor education offers all this more.

For reasons of geographic accessibility; efficiencies; unique/heritage programming; safety/ accountability and more, I strongly request that the centres be kept open.

Conduct thoughtful, community involved studies if needed to gather accurate information as to the devastating impact and significant limitation of accessibility these cuts would entail.

Proposed closure involves 3 Day Centres (Warren Park, TUES, EFSC) and 1 Overnight Centre (EOEC).

Accessibility

Given the size of the TDSB, it is necessary to have centres geographically spaced to ensure reasonable travel times. Under the current proposal, only 2 Day Centres remain open. It’s impossible for all TDSB to access both centres year-round (consider winter snow). This effectively eliminates outdoor education day centre experiences for a huge portion of the board.

Efficiency

Two of the centres proposed to close are currently located in TDSB schools – Warren Park and TUSC (Toronto Urban Studies Centre). Housing a centre within a school allows school to operate efficiently and allows outdoor education experiences with minimal overhead.

Unique/Heritage Centre

TUSC is a unique centre across Canada and has been profiled publicly and lauded for excellence in urban programming (most recently in the May 16, 2019 issue of The Canadian Jewish News). Proposing to close such a unique centre, location in a school, with no bussing, is counter intuitive to excellence in programming and fiscal responsibility.

Safety/Accountability

All TDSB Outdoor Education Centres uphold and ensure TDSB policies, procedures and commitment to exemplary programming and educational excellence are followed and honoured. Outside centres are simply not held to the same standards.

Health/Fear of the Natural World

Health is one of today’s hot topics – mental health, physical health and the health of our planet. I speak from personal experience, based on thousands upon thousands of students, as I am a former Assistant Coordinator/Site Supervisor of Forest Valley O.E.C., when I state that many of our students, particularly recent immigrants unknowingly fear the forest/natural world. For recent immigrants it’s quite genuine, based on real issues back in their previous countries. 61

The following is an encounter that will remain with me for my lifetime.

“Don’t worry Miss, I’ll kill a snake for you if we see one.”

Suspending judgement, I asked the student why.

His immediate reply – “Where I come from they’re poisonous. I’ll protect you.”

Ontario and Canada are well renowned for natural spaces. Fears of forest (from poisonous snakes to ‘that’s where the drug dealers are’) are best addressed experientially by learning how to be safe in a forest, not just for their trip but for their evenings, weekends and time spent with their families. We cherish that which we know. We need a generation committed to the natural world now more than ever.

Proposal Clarifications

The proposal states ‘Consolidate Day Centres from 10 – 6.’

In fact, there are 5 Day Centres and 5 Overnight Centres.

The proposal targets 3 Day Centres and 1 Overnight Centre.

The proposal also identifies increasing user fees and in a separate statement, identifies downloading bussing costs to schools. These are integrally connected. Downloading bussing on top of increasing user fees is misleading and for many, unattainable. Add in the cost of the bus to user fees for a more realistic picture of costs to students/parents and then it becomes a far more devastating proposal.

Now What?

Overall, I challenge the board to search for creative solutions and to approach outdoor education in a thoughtful manner rather than a desperate measure to save minimal money at a very high cost to students.

Our students depend on us to make thoughtful, collaborative decisions in their best interests, both short term and long term, to help form responsible and caring members of society.

Maintain equitable experiences for students and eliminate the devastating cuts to outdoor education.

Respectfully,

Sandee Sharpe

Current TDSB Teacher

Former Assistant Coordinator (17 years)

Forest Valley Outdoor Education Centre

TDSB 62

My name is Shannon Hamilton, and I am a supply teacher with the TDSB. I love my job, and because of my background in the arts, I find I spend most of my days working at ESA and Wexford. The performing arts programs at both schools, and certainly the other in the board, are unique. They are wonderful opportunities for students to be successful, and engage with their interests and passions. They champion resilience, and mindfulness, while teaching confidence, and the ability to express oneself. We are lucky that the TDSB has these offerings because really and truly, the students thrive in these environments, and they feel different - with more inclusivity, and a strong sense of community. On top of that, they bring in phenomenal publicity, and money to the TDSB. They are endlessly good PR. Both programs work to bring in the community as they perform matinees for junior schools, and host community events in their performing arts spaces.

Though we are lucky that the TDSB in committed to arts based education, these programs will suffer tremendously if they lose their technical directors. They will cease to be the safe, inclusive, and powerful learning environments that we think of today. The amount of extra- curricular work that the teachers do in these schools is unparalleled, and even with all of this time and energy, they could not do half of what they do, or provide such rich instruction if the TD is not there as a support. The authentic learning opportunities will stop. These technical directors, they do so much more than turn on and off the lights. At Wexford Collegiate School fort he Arts, Charlie Agathocleous runs the performing arts program. There is no administrator located to the program, and so while his job is technically a technical director, he also acts as the program’s production manager, lead administrator, staff coordinator, and most importantly he is the first point of contact for a performing arts student in need. They go to him if they can’t afford their class fees, or if they can’t afford a field trip or costumes. If they are failing a course, it is Charlie who sits down with that student and guidance, and creates a plan on a way to move forward. On a more practical note, he is also on top of all of the maintenance for the performing arts spaces. Risings, speakers, microphones, amps, lights - who will take care of these TDSB owned supplies? Who will be in charge of the safety in these spaces if he is not around? Charlie makes the school run. He is the magic ingredient that makes the school the subject of documentaries, the winner of awards, and a ray of hope for Scarborough youth.

I work all over the city, and I can tell you that these jobs are necessary. I know you have an impossible budget this year. I know that changes must be made, but I tell you, that this is not the way. Please do not let these technical directors be the cut that has to be made.

Thank you Shannon Hamilton 63

From: Sheena Thomas Sent: May 30, 2019 10:33 AM To: Delegates Cc: Gill, Harpreet Subject: Written Submission for Consideration by Trustees, Finance, Budget and Enrolment Committee

Finance, Budget and Enrolment Committee Toronto District School Board Email to: [email protected] Subject: Written Submission for Consideration by Trustees, Finance, Budget and Enrolment Committee C: [email protected]

May 29, 2019

Dear Trustees and Ms. Harpreet Gill: RE: Assuming the $67M budget shortfall at the cost of my daughter’s education AND RE: École Melody Village Junior School, Ward 1 Etobicoke North

First, may I say that I fully appreciate the difficulty the Toronto District School Board (the Board) finds itself in being advised that it will have to assume a $67M shortfall due to Premier Doug Ford’s drastic balancing of the provincial budget. The task before you is certainly a monumental one; I personally would not have signed up to fight this battle if it weren’t for the very serious, very immediate consequences my daughter’s education is going to suffer as a result. And while I can appreciate that difficult decisions must be made; that savings must be found; and that change is inevitable, I wholeheartedly disagree with the method in which the Board has chosen to implement its cost savings strategy.

Let me introduce to you the reason that I am making these submissions: my daughter, , is a precocious, intelligent, sweet, empathic six-year-old attending École Melody Village Junior School (EMV) as a French Immersion Senior Kindergarten student. I am not a native French speaker; I do not speak French outside of a limited high school French language level. But, I value the skill-set required to be multilingual and I see the potential enrichment of my daughter’s future in having the opportunity to access her education in both of Canada’s official languages. When came home from her first day of FSK she adamantly detailed with delight the events of her day and stated with conviction that she wished Madame would speak almost exclusively en francais. Her interest and passion for learning in French Immersion has only increased with time.

Education is a basic human right. Full stop. The proposed cuts to the French Immersion program in order to assume the provincial funding shortfall are reckless and haphazardly distributed. EMV will likely not withstand the cuts being reigned down upon it. EMV is a small inner-city school with the history that begets most inner-city schools. We are underfunded and often overlooked for improvements and advancement and yet our school is in the fight of its life to ensure our students are learning, growing, prospering and not falling through the cracks to suffer inter-generational poverty, marginalized existences and disadvantaged futures.

Etobicoke North, Ward 1 is comprised of a low-income earning, new immigrant population. Eighteen percent of our Ward is school-aged (under 18 years old). Of those school-aged children, a further 18% are under the age of six (6) years old while 29% are between the ages of 6-14 years old. A staggering 76% of Ward 1 identifies as a visible minority with 58% being immigrants and of those 58%, a further 61% are first generation immigrants. The average income for our Ward is a meagre $31,085 compared to Toronto’s average income of $52,268. Ward 1 is struggling; it has a history of struggle and hardship. We have an unemployment rate of 10.6%.[i] I repeat: education is a basic human right; not a basic human right for the those that are privileged. The population of Ward 1 desperately needs the structure, safety and resiliency that an esteemed educational institution can offer and EMV is just that.

EMV is the small school that could. We have been selected for a multi-year transitional plan from English to an exclusive French Immersion curriculum. There is only one other French Immersion elementary school in Ward 1 and it is already, and has been for some time, over-populated. EMV has been championed to be a relief for that overpopulated school. The demand for French Immersion education is tangible and yet you so callously disregard this need within our community. EMVs student population is predominantly bused as it has 8-9 feeder schools. With French Immersion students facing severe cuts to their very ability to attend school, what will happen to the 80% of our student population that requires busing?

The heart of a school is often its administration and that is no different at EMV. Our beloved office administrator, Ms. Siddiqi was surplused on May 24, 2019. This blow came shortly on the heels of EMV learning that our 1.5 special education teachers have also been surplused. Ms. Siddiqi is a calm, reassuring voice in a student’s hectic day; she engages parents and acts as an intermediary and liaison between stakeholders and faculty; she ensures that EMV operates efficiently providing the Best in the West of education, leadership and community engagement while adhering to institutional processes and policies. In short, Ms. Siddiqi is the very heart and soul of EMV and without her our staff, our Principal, and most importantly our students are undoubtedly going to suffer.

So, first you cut out special education funding and prevent EMV from being positioned to aid students in need; there goes a limb or two. Then, you surplus Ms. Siddiqi; essentially cutting EMV off at the knees and leaving it to triage itself. Finally, you remove busing to all French Immersion students and now we have a full-blown casualty. 65

With 20% of EMVs staff now surplused and 80% of its student population at risk of no longer being able to attend you have callously, with little regard for an already vulnerable population, signed EMVs death certificate. I implore you, Trustees, to truly hear that this is absolutely a preventable death.

The Board has alternatives to ease the funding constraints that don’t include sacrificing EMVs entire school community. These cuts could be shared amongst neighbouring schools; Board policy of approved vendors could be re-examined to allow for competition which would promote reduced costs; non-essential improvements to school grounds and buildings could be deferred with those funds being allocated to ease the funding shortfall. There are options. This posturing by the Board to use the education of an entire subset of students as a catalyst to oppose the massive cuts to its funding by the provincial government is dangerous. If you follow through with this plan you will irreversibly affect the future of each and every EMV student, not to mention the staff and community that it supports.

In short, my daughter’s future is worth far more than your inability to problem solve and think creatively.

Yours very truly,

Sheena Thomas Chair 2018-19 EMV Parent Council

I am writing to express my deep concern regarding the news our school received today that will affect the future of our arts program. The reason for my concern is due to the surplus declaration of our theatre technician, Charlie Agathocleous. As an educator for the past 19 years, I find this decision to be short sighted and irresponsible.

I am an Assistant Curriculum Leader of the Performing Arts Program at Wexford Collegiate School for the Arts. Charlie Agathocleous is our theatre technician and has been for the past nine years. Losing Charlie would be a huge blow to our program.

A Theater technician is an integral part of allowing students to grow as artists. Students need a safe, well kept, and well managed auditorium to learn and grow. The performances students put on in these spaces are often their only outlet to express themselves or escape the harsh realities they face at home or in their communities. A theatre technician is an essential part of a Performing Arts department to achieve artistic excellence and bring out the best in our youth.

However, Charlie is much more than a theatre technician. He makes a difference in our school on a daily basis, having an impact on our current students, alumnae and the larger school community. Here are just some of the ways he has made a difference in our school: He oversees every production we put on in our auditorium drawing sell -out crowds from all over the city. He puts our students and our program first and cares deeply that we continue to strive for excellence every day. He is passionate about the Arts and education

He cares about students and will mentor them through challenging times He is often someone they can talk to and rely on especially those who may not get this kind of support at home He goes above and beyond – helping with prom, commencement, assemblies etc. I am very concerned about the way this decision will impact our students and the quality of our program. I would like to strongly urge you to reverse this decision. I am hopeful that Charlie can be reinstated and continue in his position at Wexford Collegiate.

Thanks Shelly Meichenbaum ACL of Performing Arts at Wexford Collegiate School for the Arts

Dear Board’s Finance, Budget and Enrolment Committee,

I am a current grade twelve performance art student at Wexford Collegiate School for the Arts. It has been brought to my attention due to budget cuts, the position of Theatre Technician is under consideration for being permanently removed from the board. This cut directly affects the jobs of the four individuals working as theatre technicians at Wexford Collegiate School for The Arts, Etobicoke School for the Arts, Earl Haig/ Cardinal Carter, and Rosedale. Not only is this taking away these individuals jobs, it is removing the heart and soul of the performing arts programs. Theatre technicians play a key role in helping our programs run. By having a theatre technician on our team of faculty, students have the opportunity to be showcased and expressed on a stage through the shows they manage and tech.

Charlie Agathocleous is the theatre technician at Wexford, but that is just one of his titles. He is not only a great theatre technician, he is a major part of the administrative as well as the student body community. At our school, he is a part of the super council, he works with administration to manage the intake of new students with the front office, he also helps with the organization with the auditions for the programs. He is not required to do any of those things and yet he still does. On top of this he is a major support system for the students. He cares about our well being, checks in when we are having bad and good days. He is the in between of faculty and friends. He is the heart of our artistic community at Wexford.

I found life in the arts, in performing. I struggled through school and when I auditioned for Wexford and got in, it legitimately saved my life. I finally had a place to be and friends and faculty that supported me. This year was my senior prom. Charlie is a major player in the prom council. He helped organize the venue, decorations, and seating. He was not asked to do any of this. Not what his physical title demands of him. He made a night I thought I’d never see so magical. He has made my experience at Wexford so magical. These budget cuts are not only taking away people's jobs. They are taking away support systems for students and taking apart a community that is only benefiting students mentally and academically. Please take this into consideration before you make your decision.

Sincerely, Sierra Small 68

To whom it may concern

I am writing You in regard of our Armenian Saturday Program. As a parent, I am really concerned related upcoming possible financial cuts proposed by Ontario government.

Our program can only be effective on Saturdays and not at after-school programs at public schools, which may not offer Armenian language classes if not many Armenians live in that school area.

- The Armenian Saturday School unites the Eastern and Western Armenian speaking communities and it is the only school that teaches both dialects.

- The Armenian Saturday School is where alumni youth continue coming to volunteer and learning to become conscientious citizens.

- The Armenian Saturday School is where university students are trained in serving their community and becoming the future leaders.

- The Western Armenian language is on the list of UNESCO’s endangered languages, so we have to pass on our heritage language to our children.

I would really appreciate if you would consider above mentioned facts and keep funding Armenian Saturday School.

Sincerely Yours,

Arshak Norsoyan

Good morning,

I am writing about the proposed TDSB budget reductions. I recognize that cuts need to be made but I have concerns in two specific areas to share with you:

1. Itinerant Music Instructors

I strongly disagree with the TDSB's plan to reduce Itinerant Music Instructors by 24%. At my son's school, they have an itinerant band and an itinerant strings teacher for both the junior and senior students. The time commitment of these instructors is not large (combined perhaps 5 hours a week) but the value to the students is immeasurable. The specialized skill that these instructors bring to the program cannot be replicated by a teacher from their school and the band and strings program would be lost. Right now, so much is invested in sports (cross country meets, track and field, all sports have tournaments) and no reductions are proposed there. For many of the students in band and strings, this is their sport. It is the way they connect to others. And it doesn't seem fair that this gets cut leaving all athletic programs untouched. It is not a significant overall saving and I would ask you to reconsider.

2. Gifted transportation cuts

I have two children who will be in the gifted program next year. For the record, I do not qualify for transportation so I am not immediately affected by these cuts but I am concerned about the overall effect these cuts will have on the program. As we know, a gifted designation falls under special education. These students are identified as gifted - it is not a choice like French immersion. Cutting off all transportation services to gifted student in 2020 will eliminate parents choices on how to educate their children - many parents of grade 4 and 5 students will be unable to drive those students to their congregated gifted classroom. Marginalized students will be most affected and they will be forced to remain in their home school - this is in direct contrast to the goals of the EETF last year. I would suggest that providing bussing for gifted students in grades 4-6 would keep a strong program giving parents the choice they need. For students, grade 7 and above, I do not believe that transportation services are necessary. Please consider this in the budget consultation process.

Thank you Tawni Roth

Dear member of the TDSB board,

I'm writing you as a concerned parent regarding the potential cancellation of the busing program for French Immersion. My son is going to SK next year and French is one of Canada's official language, removing the busing would remove the ability for us to send him to French Immersion, making the program inaccessible and making his learning of Canada's second official language fluently difficult. We have 2 children, 1 will be a toddler and Broadlands does not have toddler daycare within the school. Doing 2 pick ups at 2 different daycares makes it very difficult and unrealistic for working parents (who don't working within the school neighborhood). The busing program is essential and unlike other "elective" programs in the TDSB, French Immersion should remain accessible to all given French is Canada's second official language. The budget cuts are short changing the children's future. Would the board consider having parents pay a small fee to contribute as well? That would be perhaps helpful to both parties with the education within French Immersion still accessible to all with a busing program (for a nominal fee).

Please do keep me posted on the position the TDSB will take on this as many arrangements need to be done in a very short amount of time before the school year starts to figure out how we can have our son within FI. If busing is removed, then a review to include infant and toddler care within the same facilities as before/after school would be necessary or have after school care go until 6:30PM at least so parents can balance work and pick up.

Note the concern goes well beyond the 2020-2021 school year as these decisions will affect our children's entire path within the TDSB FI program.

Thanks for you efforts in helping in resolving this. I look forward to hearing from you

Tina H.

Hello trustees,

I am extremely concerned about the plan to eliminate bus transportation for French immersion students beginning the 2020-21 school year.

The message coming out loud and clear is that if a family’s home school does not offer French immersion, then the children of that family are not worthy of the program.

Both my husband and I work and do not have the luxury of waiting until 8:30am each day to drive our children to school, only to pick them up again at 3:30pm. We have our elderly parents living with us who can walk the children to and from our home school where the school bus pick up/drop off point is.

Without the school bus, we cannot make French immersion work and will have to put our children back in the English stream in their home school. We cannot afford to pay $500 PER child PER month for before/after school care to compensate for no school bus.

It appears that elimination of all French immersion and gifted program transportation will save $7.5 million. However, I question the actual savings once collateral costs are considered. I know of many other parents in the same situation as our family. What is the cost of displaced children who will cause a major disruption of teachers that need to be hired (English) and those that become redundant (French)??

SOLUTION: It makes more sense to eliminate transportation for children in grade 6+, who are old enough to walk/bike/take public transportation alone.

PLEASE, PLEASE do NOT cancel bus transportation for children under 12. Allow our children to thrive in French immersion. This is the plea of many, many parents.

Concerned parent, Tina Hsiao

To whom it may concern,

My name is , I am 14 years old, and I am a part of the St. Sahag St. Mesrob Armenian Saturday School Grade 9 class. I have been coming to this school since I was in JK and have been there every Saturday since, whether it was while learning or volunteering. This school has taught me so much about my background – how to read, write, and speak in my language, my history, and my culture, all helping to keep the memory of our roots while living outside of Armenia. More importantly, this school has connected me to a whole community of Armenians who I have befriended and who I am able to see every Saturday. Here's a question: what does Canada stand for? As far as I know, Canada stands for multiculturalism and diversity. By taking away this school from us, you are destroying Canada's identity. This school has been operating for over 60 years and is very important to my family; my mother, my father, and I have attended this school and my younger sister is graduating this year. Don’t deny future generations that right. I hope you take my, and many other students', opinions into consideration when you make your final decision concerning the future of our school.

From: Adeel Khan Sent: June 1, 2019 12:05 PM To: Delegates; Gill, Harpreet Cc: Haney Jawaid; Subject: École Melody Village Junior School, Ward 1 Etobicoke North

To Whom It May Concern:

We are aware that the TDSB must make difficult decisions due to the funding cuts from the Ontario government. While we appreciate the difficulty, it also seems that the ways in which those cuts are being handled are not only going to impact the children of École Melody Village Junior School (EMV) but put our underprivileged students at an even more grave disadvantage. EMV has been going through a unique transition for 5 years now, chosen to be slowly converted to an all French Immersion school. This was to address the fact that Ward 1 only had one school that offered French Immersion, and that school was overpopulated, whereas EMV was underpopulated.

After the first round of budget cuts, EMV announced that they must surplus 1.5 teachers. With that surplus, we’re losing our only two special education teachers. Who will support our special needs children going forward? What chance do those children have at getting the support they need in a school with no special education teachers? The availability of special education to support those students with extra needs is a human rights issue and must be addressed. The only other option would be to transfer children with special needs to an English track school, depriving those children of the chance to learn French. This is an unacceptable and unjust solution.

On top of the two special education teachers that have been surplused , we’ve recently learned that our beloved office administrator Maryam Siddiqi has been surplused as well. This is a huge loss to our school, as she’s not only efficient and organized, keeping things running smoothly at the school, but she’s adored by the students, the parents and the faculty. Ms. Siddiqi is the very heart and soul of EMV and without her our staff, our Principal, and most importantly our students are undoubtedly going to suffer. Also, that puts EMV at losing 20% of our staff – we’re seeing much deeper cuts to our school than any other school in our area.

One of the announcements from the Board is the cut to busing for students in French Immersion. With about 80% of our school population being bused, this is a huge detriment to our children’s education. EMV has 8-9 feeder schools 74 with 8 buses bringing students to our school. As we’re still in transition, introducing another grade of French classes every year and bringing in new Senior Kindergarten students, the number of students being bused is expected to continually rise over the next 4 years. How are our children going to get to school? If the onus is placed on parents to drive children to and from school, attendance will drop drastically. Many of our students’ families may not own a vehicle or have the means to get their child to and from school via public transportation due to distance, time or work schedules. Our attendance is very much threatened by this cut, to the point that our school will risk closure. If our students can’t attend EMV for French Immersion, we’re back to square one. With only one other French Immersion school in Ward 1 that’s at capacity, we’ll have the option to either send our kids to another French Immersion school in another ward via our own transportation, or we’ll have to pull our kids from French Immersion entirely.

We parents have chosen to put our children into French Immersion to enrich their education in both of our two official languages in an attempt to offer them more options for their future. French Immersion is often thought of as elitist. In fact, a TDSB study from 2009-10 showed that almost 1/4 of all French Immersion students came from families with incomes in the top 10%. Sadly, only 4% of French immersion students came from the bottom 10% of family income. Is it any wonder we want to offer this opportunity to our children? And what chance do they have of being given this kind of education if EMV doesn’t have the proper resources, the proper staffing, nor the buses to get our kids to and from school safely? Nor should we be forced to pull our kids from French Immersion to meet any of these requirements.

Education should be an equal opportunity experience in Ontario. Your chosen “solutions” to the budget cuts are furthering the divide between the children of our community and the rest of Toronto. We cannot and will not support your decisions to disadvantage our children’s future. We strongly urge you to reconsider these cuts for the sake of EMV and its students; there are other ways to ease the budget constraints that doesn’t include sacrificing our students.

Sincerely,

Adeel Khan

Adeel Khan, B.A. 75

From: Anna Emmanouil Sent: May 31, 2019 5:23 PM To: Delegates Cc: Gill, Harpreet Subject: Written Submission for Consideration by Trustees, Finance, Budget and Enrolment Committee

Dear Committee,

I am a parent of 2 girls who attend Melody Village JS French Immersion. I'm so frustrated with the cuts to education. I can't believe that cutting wonderful teaching staff, busing and then on top of that overcrowding the classroom is the way to create a better future for the kids of our province.

Please take the concerns of all the parents and the staff at Melody Village seriously. Try to imagine a future where children don't have the support of government but rather are told to get in line and get your soup cups ready.

Thanks, Anna

Anna Emmanouil Parent of 2 girls at Melody Village

Friday, May 31st, 2019

Attention: TDSB Budget Committee

This submission is focused on support for dance and drama as the mandate of our provincial subject association CODE. Often cuts are made to the Arts because these subject areas are not perceived as academic or rigorous. Dance and drama are too often the “unnamed arts” and therefore receive the least resources. CODE believes that resource allocation is often based on unexamined bias rather than evidence. We advocate that the TDSB ensure that there is sufficient central funding for dance and drama so that teachers can be supported in their work implementing Arts subjects and to ensure that funding is commensurate with the impact of the arts on student learning.

Research Support for Dance and Drama

1. Enhanced Academic Achievement ‘,...being in an arts-integrated classroom increased the odds of students passing the state assessment by 77 percent.’ Walker, E., C. Tabone and G. Weltsek (2011), “When achievement data meet drama and arts integration”, Language Arts, Vol. 88/5, Literacy and numeracy are the focus of most system assessments such as EQAO in Ontario and research shows us that students who learn through the arts in their classrooms simply perform better in school. Drama and dance are essential education for our students because creativity above all else is a key component to preparing students to be innovative problem st solvers for the jobs of the 21 century. Industry leaders in Science, Technology, Engineering and Math consistently reflect on the importance of the arts as a vital part of a quality education. As rigorous academic subjects, the arts develop cognitive skills.

2. Engagement To date, researchers have been unable to identify a comparable activity that develops the cognitive capacity of children in the same ways or to the same extent as arts education does. Engaging with the arts also helps students develop empathic intelligence, which enhances their emotional engagement, commitment and persistence. OECD (Organisation for Economic Cooperation and Development) (2019). OECD Future of Education and Skills 2030 Conceptual learning framework Concept note: Skills for 2030. Paris: OECD.

1 When cognition meets emotion in the arts, engagement77 is created. Dance and drama involve a creative process which engages students and gives them agency. Engagement and agency keeps students in school and have been shown as determining factors in success. When students create they use critical thinking, analysis, reflection and self-reflection. Because dance and drama most often involve working in groups, students learn to interact at a deep level with other students to meet the challenges of creative tasks, which develops empathic intelligence.

As the TDSB director, senior staff, trustees, teachers and parents who attended tdsbCREATES this past April can attest, the engagement of the students who created original dance and drama (spoken word) pieces for an ARTS Department initiative was extraordinary. Students were committed to sharing their message through Dance and Drama. Preparing for performance required persistence throughout the rehearsal process, negotiating with peers, and executing work as a team. These students demonstrated embodied learning at its best. The messages of their pieces were connected to their truths in areas of social justice and injustice, gender, race, body, respect, inclusivity and feeling alone.This type of learning does not happen in math class and is critical to students’ education.

3. Equity

“In 2004, the Dana Arts and Cognition Consortium brought together cognitive neuroscientists from seven universities across the United States to grapple with the question of why arts training has been associated with higher academic performance. Is it simply that smart people are drawn to “do” art—to study and perform music, dance, drama—or does early arts training cause changes in the brain that enhance other important aspects of cognition?[..] arts training works through the training of attention to improve cognition for children with interests and abilities in the arts.” Posner, M. Rothbart, M.K., Sheese, B.E., Kieras, J. (2008). How Arts Training Influences Cognition. In C. Asbury and B. Rich (eds) Learning, Arts, and the Brain:The Dana Consortium Report on Arts and Cognition. New York/Washington, D.C.: Dana Press. This volume also includes a chapter entitled Dance and the Brain. Research provides us with ongoing evidence that the arts increase cognition and academic success. We also know that the arts are an opportunity to engage all children in ways that traditional approaches do not. Unless the arts are provided in school, many students will not have access to arts instruction. CODE invites the TDSB to think about the EQUITY aspects of providing quality education in dance, drama and the other arts in public schools. Parents who can afford to pay for private instruction in dance, drama, and the other arts do so. But, all children deserve to receive the benefits of early education in dance, drama and the other arts. Cutting drama and dance is an equity issue.

Further key connections

The TDSB has a strong focus on well-being and personal and social responsibility. According to Casel, social and emotional intelligence skills (SEL) include: ● self-management ● self-awareness ● social awareness ● relationship skills ● responsible decision-making The Collaborative for Academic, Social, and Emotional Learning (CASEL) (2013). (www.casel.org).

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Research on SEL and academic success by Durlak et al. (2011) reveals that SEL students outperformed non-SEL students on indices of academic achievement by 11 percentile points. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: a meta-analysis of school- based universal interventions. Child Development, 82 (1) 405–32. In other research, Davis reports that student engagement with the arts improves their capacity for empathy. This increases their capacity to identify with others and their sense of responsibility for others. It increases connectivity and emotional engagement. Davis, J. (2008), Why Our Schools Need the Arts, Teachers College Press. In our experience, too many educators believe that dance, drama and the other arts are soft subjects that develop so-called soft skills. ‘Soft skills’, according to Tony Wagner of Harvard’s Learning Policy Institute, include such skills as teamwork, leadership, initiative, and curiosity. These skills are what creates innovators who are positioned to survive, thrive, and problem solve in our challenged global economy and threatened environment. Deep cuts continued to be made to the arts while other subjects are protected, despite these findings and the immediate need for the type of education the arts provide.

Research shows that while we may believe we are a thinking people who feel, we are actually a feeling people who think. Global studies in education demonstrate repeatedly and in different ways the power and effectiveness of education that combines these faculties:

‘The aspects of cognition that are recruited most heavily in education, including learning, attention, memory, decision-making, motivation, and social functioning, are both profoundly affected by emotion and in fact subsumed within the processes of emotion’ Immordino Yang, M.H. and A. Damasio (2007), "We feel, therefore we learn: The relevance of - affective and social neuroscience to education", Mind, Brain, and Education, Vol. 1/1, pp. 3-10, http://dx.doi.org/10.1111/j.1751-228X.2007.00004.x. Dance and drama embody both thinking and feeling in a powerful way for students that has lasting impact on how and what they learn.

Action

Drama and dance are essential to arts education and integral to facilitating student engagement, strongly linked to enhanced academic achievement, and ensure equity and equal access to rigorous education in all subjects.

CODE asks the TDSB budget committee to re-examine the deep cuts being made to the central staff in dance and drama and the other arts. These cuts will directly impact the existence of drama and dance instruction in our board. Without leadership and expertise in dance, drama and each of the other arts, working in the program department of the TDSB, mentorship and training for teachers will not occur and opportunities for students to engage in education at its best will be jeopardized.

These cuts occur on two different budget lines, one for Music and one for The Arts. The segregation of music as separate and distinct from the other arts is a point of confusion for CODE, given that music is one of the four equal arts named in the curriculum. This separation

3 imposes inequitable allocation of resources among79 the arts. The previous two governments, Conservative and Liberal, funded each of the four arts equally during curriculum review and resource writing since the 1990s. CODE feels strongly that it is time for the TDSB to allocate resources equitably among all four of the arts subjects taught in Ontario.

Educational cuts are real in the TDSB and across the province and difficult decisions must be made. Dance and drama are integral to providing TDSB students with enhanced cognitive development, academic success, well-being and social and emotional resiliency. We ask that the committee share remaining resources more equitably, examine academic biases in funding, and make decisions that are evidence based.

Sincerely,

Jessie Kennedy B.A., B.Ed, M.A., OCT Vice-President, Council of Ontario Drama and Dance Educators (CODE)

CODE Web: www.code.on.ca Twitter: @dramadancecode Facebook: /dramadancecode

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-----Original Message----- From: Krista Semotiuk Sent: May 31, 2019 11:48 AM To: [email protected]; GeneralInquiries; Laskin, Shelley; [email protected]; [email protected]; [email protected]; Chernos Lin, Rachel; [email protected]; [email protected]; Mayor Tory Subject: Concerns with TDSB education and Ontario Pubic School proposed cuts

> To the decision makers and influencers of the Ontario Public Education System and TDSB, > > Like many other parents and residents of Ontario, we have concerns about the proposed changes and cuts to Ontario Public Education. For reference, we have 3 children in the Public School system near Yonge and Eglinton in Toronto - grades 2, 5 and 7. > > Increasing class sizes is a bad idea for children's learning environment, mental health and wellness. Our son in grade 4 last year proactively advocated to his Principal for smaller classes (he was placed with 34) as he said he wasn't able to concentrate or learn in a class that size. > > Stretching teachers too thin also leads to a toxic work environment, limits teaching effectiveness, and strains mental health and wellness. We need good teachers to have a strong education system and this will discourage potential teachers from choosing this career path. Teachers who already are hard to secure to volunteer for non classroom needs, will be even less likely to do so. > > Our neighbourhood (near Eglinton and Mount Pleasant) is simply bursting at seams for schools due to the over-development with lack of infrastructure and planning - bounderies are being changed and there are still over-capacities that only continue to grow. As there is very little green / play space at most schools in our community, there is limited space for kids to run and play on the school yard due to the number of kids at each school. Making Clubs and sports teams is also challenging with the number of kids trying out so children miss out on those very important outside of the classroom life experiences. > > We are extremely concerned about the current and future state of Public Education for the economic and mental well being of Toronto and Ontario residents. Our family has the resources to enhance our children's education through programs such as spirit of math (an excellent program) but it costs our family close to $6k / year and this is not a realistic option for most families - though we know many people who choose to go into debt or sacrifice other budget areas to give their children the education they need. > > We want the bar to be raised for a solid Public education in Toronto and Ontario and challenge our kids to be prepared for post-secondary education as well as the competitive global job market. Specialized programs are important and in high demand (ie. gifted, TOPS, arts, special needs) - we'd love to see these programs expanded upon (and efficiencies found through administrative / non-student focused areas) and think this will make for a better education system and ultimately a better, richer (however you define richer), kinder and safer society in Toronto and Ontario. Our grade 7 son has been in the congregated gifted program since grade 4 and the program has been a lifeline - he and his classmates have the social, emotional and academic peer interactions that are needed for their life success and well being. Our family has experienced the first hand success of this specialized program and strongly advocate for the support of a robust congregated gifted program. > 81

> We feel that, with the public education choices being made, elected and administrative representatives at the city and provincial level are not acting in the best interest of students and society and are not working effectively as partners - the overall health and prosperity of our city and province will diminish if smart choices aren’t made in the area of education and investing in Ontario’s future workforce and citizens.

I also know that there are many others who feel the same way but either don’t have the time / energy to write or don’t feel that speaking out makes a difference. The majority of parents in our community with school age kids are burning the candle at both ends with 2 working parents, multiple jobs, financial stresses, sandwich care of elderly parents and young kids, continued over-crowding and construction in our community, traffic / TTC overcrowding, etc. so I hope you also consider the many voices who are too worn out from their overall living conditions to advocate.

I’ll also add that we would like the Toronto Midtown in Focus report to be approved by the provincial government to properly plan for infrastructure (including schools) as this area is being ruthlessly overdeveloped without proper planning and considerations for the needs of residents.

Thank you for your time and consideration and I wish you the strength to make the best choices in the interest of students and residents of Ontario and Toronto ... which includes smart, focused choices and a balanced budget. Toronto is the population, tax and economic hub of Ontario and needs to be properly supported by the provincial government and respected by the province working WITH the city and parities involved - through healthy communication and collaboration.

Sincerely, Krista Semotiuk

From: SAC Chair Sent: May 31, 2019 4:05 PM To: GeneralInquiries Cc: Gill, Harpreet Subject: Regarding: proposed cancellation of school buses to French Immersion schools in 2020

To whom it may concern,

My name is Marlene and I am the School Advisory Council Chair for École Elmlea Junior School as well as a parent of a grade 1 and 2 future SK French Immersion students.

I write to you today as a concerned parent and council chair on behalf of all 400 of our families enrolled today and for the all families in years to come.

Elmlea is a Model School located at Islington and 401 in north Etobicoke. It is situated right in the heart of Rexdale, surrounded by a community rich with culture and ethnicity. We are a dual track school offering both regular English and French Immersion programs to our close to 400 students and we remain the French Immersion Home School for many area feeder schools. Being 1 of only 2 French Immersion schools in our catchment area we have approximately 80% of our students bused in to the school and bused home each day and approximately 65% of the student population comes from a low income household.

As you can understand, our parent community has some very reasonable concerns with regards to budget cuts when it comes to our school specifically. We are already currently struggling with equity and barrier issues when it comes to many things in our school whether it be how we can provide snacks and lunches for students in need through funding grants all while using inadequate, confined and outdated facilities that are not school board priority repairs. We struggle to provide free family events to engage our students and families in a community that does not offer very many family friendly activities or resources. To now have to worry about proposed cuts that will affect how we actually get our students to school every day is unfathomable and outrageous. For most of our families other modes of transportation are not available options due to socio-economic disadvantages and the only equitable solution for our student population (on this matter) is to continue to ensure that we provide the opportunity for all students interested in attending Elmlea's French Immersion program and that is through the continued support of transportation through school board funding. Cutting funding to the school bus transportation budget for (our) school would cause many students to not be able to continue their French Immersion education which would decrease their access to the French Immersion certification process and eliminate their future options for bilingual employment. We as a community and as parents can not support these cuts to our program if they are at a detriment to the future of our children.

As written in the CANADA–ONTARIO AGREEMENT ON MINORITY-LANGUAGE EDUCATION AND SECOND OFFICIAL-LANGUAGE INSTRUCTION: WHEREAS Section 23 of the Canadian Charter of Rights and Freedoms recognizes the right of 83

Canadian citizens belonging to the English- or French-language minority in a province or territory to have their children educated in that language, at the elementary and secondary levels, where numbers of students warrant, and that this right includes, where the number of those children so warrants, the right to have them receive that instruction in minority-language educational facilities provided out of public funds; our students have the right to attend

I know that the defense of these cuts will be that they are to the transportation of the students and not to the provision of the programming itself but if you can't get a student to the school, you can't provide the programming which is essentially denying them this right. Please, do not cut any funding for transportation to French immersion programs or to model schools that already struggle with so many other issues around funding and resources.

Kindest regards,

Marlene SAC / Parent Council Chair École Elmlea Junior School

-----Original Message----- From: Patrick Magee Sent: May 31, 2019 11:12 AM To: GeneralInquiries Subject: TDSB staff cuts and increase in average class size

I am not in favour of staff cuts or increases to average class size at the TDSB. These actions will reduce the support that students require to succeed. Particularly special needs and gifted students. As the parent of a child benefitting from the gifted program, I am amazed that these proposed actions would even be considered. They will in no way help students and are more likely to result in a poorly educated population that will not understand why they should, let alone be able to become productive members of society.

Patrick Magee

Toronto, Ontario

From: Susan LeBlanc Sent: May 31, 2019 12:03 PM To: Gill, Harpreet; MacLean, Dan; Nunziata, Patrick; Mammoliti, Christopher; Lulka, Alexandra; Tonks, Chris; Pilkey, Robin; Laskin, Shelley; Donaldson, Stephanie; Moise, Chris; Chernos Lin, Rachel; Brown, Alexander; Li, James; Doyle, Trixie; Story, Jennifer; Aarts, Michelle; Smith, David (Trustee Ward 17); Kandavel, Parthi; Patel, Zakir; Wong, Manna; Rajakulasingam, Yalini; Sriskandarajah, Anu; Deng, Ivy; Ali, Amin; Malloy, John; Gardner, Manon; Jackson, Carlene; Russell-Rawlins, Colleen; Snider, Craig; Witherow, Kathy; GeneralInquiries; [email protected]; [email protected]; [email protected]; [email protected]; Jennifer Young Subject: TDSB Budget Consultations

Everyone;

I strongly insist that you not cut transportation funding for gifted students in the TDSB as part of your budget shortfall recovery plan.

You are restricting access to special education for students who need it. Being 'gifted' is not just a fancy way of saying 'smart', so why are you treating it like this? These students have real special needs, that are addressed through the gifted program. By restricting access to the program, you are refusing students their right to the special education that they require for success. If you are not going to offer this stream in every school, then you must provide access to the schools it is offered in.

This cut is shameful, and I want you to reconsider it. I understand that you need to find cost savings, but do not do it by restricting access to special education for the children that need it.

My son was in the TDSB's only available Primary Gifted class in grades 2-3. It turned his life around, literally. We are forever grateful that the program helped him learn to regulate and express his emotions in healthy ways. But then you cancelled that program, just as you are now planning on cancelling access to the regular Gifted program. You're taking away services from the kids who need it most, and I cannot ethically stand by and be silent about this.

A concerned parent,

Susan LeBlanc

From: Albayer, Emad Sent: May 27, 2019 1:30 PM To: GeneralInquiries Subject: TDSB Budget Consultations

I attended a meeting with my area trustee about the proposed cut to French program transportation and the other changes (I don’t remember the name) which might end up moving kids from school to school to make the distribution equal. We are parents that work 8 am to 6 pm every day and we work at downtown. Taking the transportation from the French programs will have devastated consciences on our lives, it will impact our employment and we likely have to make a difficult decision of taking our daughter out of the French programs as a result of this. We believe that in Canada we should have equal treatments for both language and taking these skills out of our kids will limit their future options. Since the French schools distribution is not covering all areas it is required a travel distance to get to a school especially that we are not like the core area where there are lots of French program within walking distance from each other. No matter which area you cover, this will have a big impact on a large number of parents. During the meeting there were single parents that have no idea what and how to deal with this situation, and there are no good/ not expansive alternatives for transportation. I understand that you need to make cuts; however, there must be other cuts that will not impact everyone.

Thank you,

Emad Al-Bayer

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From: Parents4Education [mailto:[email protected]] Sent: May 25, 2019 6:48 PM To: Gill, Harpreet; MacLean, Dan; Nunziata, Patrick; Mammoliti, Christopher; Lulka, Alexandra; Tonks, Chris; Pilkey, Robin; Laskin, Shelley; Donaldson, Stephanie; Moise, Chris; Chernos Lin, Rachel; Brown, Alexander; Li, James; Doyle, Trixie; Story, Jennifer; Aarts, Michelle; Smith, David (Trustee Ward 17); Kandavel, Parthi; Patel, Zakir; Wong, Manna; Rajakulasingam, Yalini; Sriskandarajah, Anu; Deng, Ivy; Ali, Amin; Gardner, Manon; Jackson, Carlene; Russell-Rawlins, Colleen; Snider, Craig; Witherow, Kathy; Malloy, John; GeneralInquiries; [email protected]; [email protected]; [email protected] Subject: One Budget Question

Dear TDSB Trustees, senior administration, FBEC related staff, and other TDSB staff,

We are a large group of concerned parents who represent schools across the TDSB. We have been following your budget process, from ward forum meetings with proposed drivers to your recently published proposed budget and cuts.

There are many numbers and pages, but after looking through it all and putting as many pieces together as possible, we are still all left puzzled by one, central question:

If you can find $13.2 m in cuts to offset the $13.2m shortfall in funding that is due "to the Ministry’s increase to secondary school class size averages resulting in fewer teachers for 2019-20", why are 214 secondary teachers and 300 courses still being cut?

We welcome your reply to clarify the issue.

Respectfully,

Parents4Education

From: Guofu Mu Sent: May 26, 2019 7:36 AM To: Li, James; GeneralInquiries Subject: Re: Budget cut on bus transportation service to French Immersion Program

Good morning James,

We heard that the TDSB has proposed budget cut to eliminate the fund for bus transportation service to French Immersion Program students.

If trustees approved this proposal, hundreds students will lost the opportunities in continuing their FI program because of the transportation issue, which none of us would like to see that.

The concerns of the elimination on the funding cut for FI transportation has been widely spread through wechart, whatup, and other social medias.

I am sending you email and expressing our concerns in this regard, and hope we have your vote in against the proposed budget cut.

Yours sincerely,

Robert Mu